Didaktik informed teaching arrangements in preschool exemplified by multivocal music teaching using digital technology as a tool

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Ylva Carolina Holmberg


The digital era has changed how children experience music. Few studies have been undertaken from a didaktik perspective with a focus on digitalized music teaching in the preschool setting. The purpose of the article is to develop knowledge of what can characterize music teaching using digital technology as a tool in the preschool from a didaktik perspective. In a research and development programme involving 19 preschools/departments, preschool teachers co-planned, conducted, and co-evaluated music teaching. The empirical material consists of 19 co-plans, 3.5 hours of video and 18 co-evaluations of music teaching. The analysis used an abductive approach. First, an empirically based analysis highlighting words in relation to didaktik questions was undertaken, followed by a theory-based analytical path using music didaktik concepts. The results show that music teaching using digital technology as a tool can be divided into two main tracks: one in which recorded music serves as a basis, and the other as a facilitator of music creation. Although music teaching using digital technology as a tool poses knowledge-, experience- and technology-related challenges for teachers, the digital age nevertheless opens up opportunities for creating and preserving music in preschool. The analysis culminates in two didaktik models for "multivocal digitalized music teaching". 

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How to Cite
Holmberg, Y. C. (2022). Didaktik informed teaching arrangements in preschool exemplified by multivocal music teaching using digital technology as a tool. Educare, (2), 102–140. https://doi.org/10.24834/educare.2022.5.4


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