engleski

Digital competencies in the context of preschool music education

Given the digitalisation of modern society and the way a child acquires musical experiences, practitioners are expected to apply various media in everyday educational praxis. The theoretical framework of Technological pedagogical content knowledge (TPACK) (Kabakçi Yurdakul et al., 2012) is approach that connects the knowledge of educators with Information and Communications Technology (ICT), concurrently developing technology-supported pedagogical knowledge and integration of technology into education. The aim of the paper is to investigate educators’ self-assessment of their digital competencies and its implementation in musical activities with preschool children. The respondents are full-time and part-time graduate students of the Early Childhood and Preschool Education study program from faculties of teacher education in Croatia. The obtained results indicate that 90 % of respondents didn’t have any formal ICT education while 60 % of them didn’t have any additional form of music education except during their studies. Nevertheless, more than a half of the respondents rate their digital, music, pedagogic and ICT competencies very highly. Considering the results obtained, it can be concluded that additional attention should be given to the development of digital competencies during studies that will be applicable in both music and other areas of education.

digital competencies, music preschool education, Technological pedagogical content knowledge (TPACK), Information and Communications Technology (ICT) ; self-assessment of digital competencies

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