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interest-driven learning (20) 20
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2017, Oxford handbooks, ISBN 0199372136, xxx, 700 pages
"Few aspects of daily existence are untouched by technology. Learning and teaching music are no exceptions and arguably have been impacted as much or more than... 
Music | Technological innovations | Instruction and study | Digital citizenship | Educational change | Music literacy | Creative practice | Educational technologies | Evidence-based education | Preservice teachers | Technology skill development | Participatory culture | Sound and place | Initial teacher education | Deterritorialization | Adaptive technology | Distinction | Learners with exceptionalities | Makers | Music learning | Music education curriculum | Africa | Techno-human future | Praxis shock | Long-distance learning | Musical subjectivity | Pop | Twenty-first-century skills | Instrument-making | Universal design for learning | Romanticism | Technological determinism | Finland | Stakeholders | Teacher preparation | Music teacher education | Learning and teaching | Music teacher roles | Problem-finding | Authority | Musicians workshop | Disabilities | Slow music | Collaborative model | School classrooms | Contextual | Innovation | Faculty development | Literacies | Innovative pedagogies | Professional development | Communication | Context | Multimedia | Social | Skill development | Techné | Public health communication | Self-determination | Social technologies | Musically educated | Education technology | Irrelevant | West africa | Out-of-school learning | Curriculum | Place | Power | Participation | Enabling technologies | Humans | Music notation | Totally pedagogized society | European perspectives | Living well with less | Learner-centered | Metaphor | Multiarts | Teaching | Learning | Creative literacy | Networked technologies | Heidegger | Pedagogical fundamentalism | Peer-to-peer learning | Technology and music creativity | Sound recordings | Teenagers | Digital technology | Primary schools | Creation | Technological affordances | Interaction | Behavior change | Parochial practice | English secondary schools | Music teacher preparation | Music technologies | Democratic education | Scepticism | Music technology | Digital audio workstations | Maker space | Technology integration | Technological limitations | Tpack | Mobile learning | Information and communication technology | Internet | Savoring | Teacher attitudes | Practice-led enquiry | Greek education | Postsecondary music education | Teacher resistance | Inclusion | Epistemology | Hip-hop | Administrative technologies | Equity | Risk | Narcissism | Higher education change | Poiesis | Classroom music teaching | Classroom | Community music | Digital pedagogy | Technology traditions | Authentic processes | Autonomy | Children | Music education technology | Popular music | Aristotle | International | Non-formal music education | Composition | Health | Globalization | Pop music | Rhythmic video games | Exploration | Motivate | Learner/musician | Apprenticeship | Higher education | Slow food | Informal learning | Community | Gender issues | Music fluency | Education policy | Autonomy popular music | Credentialing | Education 3.0 | Communities of musical practice | Music education | Prosumer | Technology access | School-based routes | Pre-service teachers | Ict in music education | Musical intelligence | Mediatization | Augmenting music | Local | Disease control | Creativity | Technologies | Technology competencies | Local context | Totally technologized society | Teacher educator | Teaching with technology | Performance | Sociocultural | Digital natives | Texas music education | Guinea | Diversity | Teacher certification | Invention | Ensembles | Implementation | Empowerment | Technogenesis | Well-being | Music teachers’ concerns | Sociology | Musical analysis | Informal music learning | Digital literacies | Pedagogy in-service preservice | Sequencing | Information communications technology | Communities of response | Conservatory model | Tools | Spreadability | Flow | Learning resources | African context | Interest-driven learning | Play | School experience | Pedagogy | Recording | Differentiation | Integration of technology | Policy | Choice | Digital arts | Music teacher certification | Limitations | Passeur culturel | Celebrities | Radical pedagogy | Education | Ofsted | Technology | Learner agency | Electronica | Culture | Musicking | Role of technology | Pedagogical paradigms | Teacher training | Digital culture | Ethnomusicology | Youth | Vulnerability | Pressure | Mobile technologies | Place philosophy | Digital media | Piano | Groove | School music | Internet evolution | Software | Musicianship | Technology use philosophies of technology | Assimilation | Facilitator | Constructionism | New media | At-risk student | Self led development | Music teacher educators | Rhythmic video games music technology | Notation | Music making | Perspective | Music experience | Higher music education | Participatory music | East timor | Music theory | Triple revolution | Portfolios | Ethnography | Futurism | Gcse examination | Music teacher attitudes | West | Fear of change | Digital music | Opportunities | Change | Commodification | Linguistic relativity | Digital instruments | Technological assimilation | Digital learners | Inclusive | Pluralism | Collaboration | Teacher education
Book
Journal of Science Education and Technology, ISSN 1059-0145, 10/2014, Volume 23, Issue 5, pp. 624 - 640
Journal Article
Journal of Computers in Education, ISSN 2197-9987, 12/2018, Volume 5, Issue 4, pp. 435 - 461
Asian education is known for its examination-driven orientation, with the downsides of distorting the processes of learning and teaching, diminishing students’... 
Learning | 21st century | Students | Education
Journal Article
On the Horizon, ISSN 1074-8121, 2016, Volume 24, Issue 3, pp. 227 - 234
Journal Article
Learning, Culture and Social Interaction, ISSN 2210-6561, 06/2016, Volume 9, pp. 45 - 54
The study examines Chinese students' interest-driven practices outside of the classroom setting, and in particular how such practices are mediated by digital... 
Interest-driven learning | Youth digital practices | Informal learning | Connected learning | EDUCATION & EDUCATIONAL RESEARCH | ECOLOGY | ICT | TECHNOLOGY | HOME | High school students | Technology application | Chinese students
Journal Article
On the Horizon, ISSN 1074-8121, 09/2011, Volume 19, Issue 4, pp. 268 - 275
Purpose - This paper aims to investigate an information literacy perspective on learning and new media, specifically virtual worlds and online affinity spaces.... 
Interest-driven learning | Online affinity spaces | Information literacy | New media | Information | Virtual worlds | Information science | Etiquette | Internet access | Skills | Education | Library resources | Science | Social networks | Librarians | Data bases
Journal Article
Educational Technology Research and Development, ISSN 1042-1629, 06/2018, Volume 67, Issue 2, pp. 1 - 29
Journal Article
Doctoral Student Consortium (DSC) - Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015, 2015, pp. 829 - 835
Conference Proceeding
Workshop Proceedings of the 23rd International Conference on Computers in Education, ICCE 2015, 2015, pp. 829 - 835
Conference Proceeding
09/2017, 1, Oxford Handbooks, ISBN 9780199372133
This chapter examines how music education can benefit from the use of new electronic tools and materials for music making that allow learners to combine their... 
rhythmic video games | music | digital music | music making | technology | interest-driven learning
Book Chapter
eBook
09/2017, 1, Oxford Handbooks, ISBN 9780199372133
This chapter focuses on the importance of community to both music education and the ways that youth shape their ideas, interests, and identities in music.... 
music | peer-to-peer learning | digital audio workstations | technology | out-of-school learning | interest-driven learning
Book Chapter
Proceedings of the 49th ACM Technical Symposium on computer science education, 02/2018, pp. 1103 - 1103
This lightning talk describes considerations for designing interest-driven coding projects. I provide examples of what an interest-driven coding class looks... 
coding | computer programming | project-based learning | interest-driven
Conference Proceeding
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