Page 441 - Štemberger Tina, Čotar Konrad Sonja, Rutar Sonja, Žakelj Amalija. Ur. 2022. Oblikovanje inovativnih učnih okolij. Koper: Založba Univerze na Primorskem
P. 441
Uporaba informacijsko-komunikacijske tehnologije pri pouku glasbene umetnosti
Kopačin, Barbara. 2014. »Medsebojna povezanost inteligentnosti, glasbenih
aktivnosti in družinskega okolja.« Revija za elementarno izobraževanje 7
(2): 81–96.
Kvas, Barbara. 2013. »Raziskava uporabe IKT v šolah: Uporaba informacijske teh-
nologije v šolah bi lahko bila boljša.« E-demokracija.si, 22. april. http://www
.e-demokracija.si/2013/04/22/raziskava-uporabe-ikt-v-solah-uporaba
-informacijske-tehnologije-v-solah-bi-lahko-bila-boljsa/
Lango, Jože. 2006. »Računalnik in glasba.« Glasba v šoli 11 (4): 21–33.
Pangrčič, Polonca. 2006. »Kako učitelji prve triade poučujejo glasbeno vzgojo.«
Vzgoja in izobraževanje 21 (2): 55–69.
Stražar, Mateja. 2015. »Poučevanje glasbene umetnosti v očeh učiteljev razre-
dnega pouka.« Magistrsko delo, Univerza v Mariboru, Maribor.
Šavli, Viljenka. 2006. »Izkoristimo neizmerni svet sodobne tehnologije v šoli.«
Razredni pouk 8 (3): 1–5.
The Use of Information and Communication Technology (ICT) During
Music Lessons
Primary school teachers take different approach to plan their music lessons,
which is primarily related to their musical knowledge acquired through prior
formal music education and informal activities. It is important that primary
school teachers have well-developed musical competencies and skills, but
they also need to take responsibility for the musical development of their
pupils. Some teachers take advantage of information and communication
technology (ICT) that enables transmission of video, audio, and other data over
internet. Such technology used during music lessons can serve as an accessory
for performing specifimusical activities. The aim of the presented study was
to find the connection between prior music education and activities of pri-
mary school teachers (formal musical education, choir membership, dance
activities) and the use of ICT and music instruments during music lessons. The
results show that the use of ICT during music lessons is similar among teachers
without and with prior music background.
Keywords: music lessons, extra-curricular activities, information communica-
tion technology
441
Kopačin, Barbara. 2014. »Medsebojna povezanost inteligentnosti, glasbenih
aktivnosti in družinskega okolja.« Revija za elementarno izobraževanje 7
(2): 81–96.
Kvas, Barbara. 2013. »Raziskava uporabe IKT v šolah: Uporaba informacijske teh-
nologije v šolah bi lahko bila boljša.« E-demokracija.si, 22. april. http://www
.e-demokracija.si/2013/04/22/raziskava-uporabe-ikt-v-solah-uporaba
-informacijske-tehnologije-v-solah-bi-lahko-bila-boljsa/
Lango, Jože. 2006. »Računalnik in glasba.« Glasba v šoli 11 (4): 21–33.
Pangrčič, Polonca. 2006. »Kako učitelji prve triade poučujejo glasbeno vzgojo.«
Vzgoja in izobraževanje 21 (2): 55–69.
Stražar, Mateja. 2015. »Poučevanje glasbene umetnosti v očeh učiteljev razre-
dnega pouka.« Magistrsko delo, Univerza v Mariboru, Maribor.
Šavli, Viljenka. 2006. »Izkoristimo neizmerni svet sodobne tehnologije v šoli.«
Razredni pouk 8 (3): 1–5.
The Use of Information and Communication Technology (ICT) During
Music Lessons
Primary school teachers take different approach to plan their music lessons,
which is primarily related to their musical knowledge acquired through prior
formal music education and informal activities. It is important that primary
school teachers have well-developed musical competencies and skills, but
they also need to take responsibility for the musical development of their
pupils. Some teachers take advantage of information and communication
technology (ICT) that enables transmission of video, audio, and other data over
internet. Such technology used during music lessons can serve as an accessory
for performing specifimusical activities. The aim of the presented study was
to find the connection between prior music education and activities of pri-
mary school teachers (formal musical education, choir membership, dance
activities) and the use of ICT and music instruments during music lessons. The
results show that the use of ICT during music lessons is similar among teachers
without and with prior music background.
Keywords: music lessons, extra-curricular activities, information communica-
tion technology
441
