TPACK development through self-directed technology learning: music technology educator perceptions and experiences
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Abstract
The purpose of this study was to examine the impact of self-directed technology learning habits on technological, pedagogical, and content knowledge (TPACK) through the perceptions and experiences of five high school music technology educators. This study used collective case study design. Data were collected over a six-week period in the summer of 2024 through participant interviews and a focus group discussion. Follow up questions regarding participants’ use of AI occurred in the summer of 2025. These follow up questions were added to capture emerging trends related to generative AI, which had become increasingly relevant in music education and technology, ensuring the study remained current and reflective of the evolving field. The findings of this study provide support to extant research suggesting that music technology educators are resilient, self-reliant, self-motivated, and possess a willingness to learn new technologies in order to best serve their students through engaging and thoughtful instruction. The study contributes valuable insights into how self-directed learning practices shape music educators’ technological proficiency and pedagogical approaches, highlighting the need for adaptive professional development in an evolving technological landscape.
Description
2026