In this study, we develop an educational scenario for teaching sound to young children by using ICT (Information and Communication Technologies). Sound is a very important thematic area of natural sciences for kindergarten. The proposed curricular intervention propels communication and interaction among children, and therefore the configuration of interpersonal relations allows emotional expression connected to music, as well as the exchange of thoughts. The main goal is to teach children to appreciate the value of hearing and to understand the fundamental methods of creating sound. Sound, as teaching material, can extend the cultivation of incentives that activate the participation of young children. Furthermore, it can reclaim children’ previous knowledge and experiences and guide them to the configuration, design and organization of chances to enrich various learning fields. With the proposed scenario children produce original work using ICT as means of expression, like conceptual mapping software, websites, videos and other ICT tools.

On the basis of research material analysis the paper aims to determine the changes happening in music education, which were brought about by the application of computer technologies. The possible trends of applying computer technologies in musical education are analyzed. The changes in the society and the development of computer technologies promote a new approach to the process of musical education. The use of computer technologies in the process of musical education presents new opportunities: music can be recorded, created, it is possible to ply different instruments, learn the theory of music, develop one's hearing, search for new information by means of the internet resources. Computer technologies is significant for the professional competences of the trainee teachers of music and can complement tne training of teachers of music. The article presents the analysis of the future teachers' attitudes to the application of computer technologies in musical education and highlights the characteristics of computer technologies use. The results of the survey demonstrate that there appear aspects of using computer technologies in the education process that need to be improved. Hence, it is important to look for ways to convey the knowledge of music and skills more efficiently.

Purpose – to find out possibilities of development of musical creativity by using MCT in the music education of senior pupils. Design/methodology/approach – literature review, qualitative survey methodology (interview with music teachers). Findings – implementation of MCT, like any other innovation (as well as ICT) in different spheres of education, including pre-school education, bring forth a certain positive effect. The results of the interview showed that in the praxis of music education, MCT is used for different development purposes (to make a lesson original, help pupils memorize music, expand their imagination not only by listening, but also by watching and evaluating performance of music, listen to music recordings, understand music and evaluate its quality, etc.). But for the development of musical creativity, MCT has been used very poorly. Research limitation/implications – musical creativity’s concept has not been uniquely defined so far. The aim of scientific literature...

This paper explores the themes of early childhood music and the use of technology. In this research the researchers observed that technology had played an important role in many of the events recorded. Observations, in the form of two Learning Stories, are presented to illustrate the use and role of technology in these recorded events. Socio/cultural theory was used to frame the research design and data consisted of direct observations, field notes, photographas, video and interviews. Analysis focused on children's musical play and an awareness of the role of technology in the musical activities observed. Within the theoretical paradigm adopted technology was viewed as a cultural, historical and social tool. Technology, as a mediating tool, was found to be connected to children's learning with the capacity to enhance and enrich their understanding of events and relationships.

The musical education of students in the degree in Early Childhood Education should consider the four perspectives of knowledge: perception (know), expression (skills), creativity (how to be) and communication (poise). On the other hand, represent valuable tools as support for improving teaching practice the attendance of ICT in all aspects of undergraduate education (organizational, curricular and methodological). The aim of this paper is to analyze what kind of musical learning experiences have been benefited by the use of digital applications, managed with different levels of Bloom's Taxonomy for the digital age (create, evaluate, analyze, apply, understand and remember) as well as knowing what have meant a positive contribution to the learning outcomes. From a methodological experience based on Project-Based Learning (PBL), students have developed different educational proposals in order to meet educational resources and procedures for listening, performing and musical creation. Within the paradigm for a mixed research method two instruments were used: a) the documentary analysis of student learning portfolios b) a questionnaire to determine the type of ICT tools used. The results obtained suggest a clear positive trend for use both the ability and usability tools for the musical perceptual learning (understand and remember) and so this can be understood as strength. On the contrary, there is little permeability using applications for creative music support, this situation can be deducted as a weakness. However, deployment of resources and the creation of web environments by students, according to the different learning experiences carried out during the development of both individual and group work, has clearly encouraged autonomous learning in relation the use of the applications used.

This paper looks at children’s approaches to music composition using advanced music software. The data indicate that the software allowed children different ways of looking at their compositions: visually, musically and aurally. The paper explores the notion of the computer as a scaffold with reference to the Swanwick and Tillman (1986) stages of musical development, seeking to investigate different ways of demonstrating children’s musical development. The paper also discusses the way the software can be used as an analysis and data collection tool.