The Impact of Technology on the Teaching of Music in Colleges of Education in Southwestern Nigeria

Amigun, Oluwafemi Ayodeji (2015-06-18)


The study evaluated the impact of technology in music teaching in Nigerian Colleges of Education. It identified and examined aspects of technology that had influenced music teaching and learning in Nigerian Colleges of Education by tracing the origin, and examining the effects they produced in the teaching of music in selected Colleges of Education. This was done with a view to identifying aspects of the use of technology that needed improvement. All the five Colleges of Education in southwestern Nigeria with music department were purposely selected. The methodology used in carrying out this research included interviews, questionnaire, micro teaching (observation), library and internet search. A specially designed questionnaire on the impact of technology on music teaching was administered on all year II and III music students (224 in number) and ten lectures who taught core music courses in the Colleges of Education, two from each college. Micro teaching was carried out and a test on the application of digital technology in music production through performance was given to the student. Four out five Heads of the Department of Music in the Colleges were interviewed. The data collected were analysed using descriptive and inferential statistics. The result showed that technology had really influenced music teaching and learning in areas such as duplicating of music, viz: photocopying, notation, printing, audio and visual recording, classroom teaching methods, instrumentation and computerization. The study revealed that technology had enormously facilitated music teaching and learning, enhanced the quality of music production, increased the amplitude and variety of musical instruments, extended the range of instructional materials, simplified the work of illustration and made the teaching and learning of the art a lot more fascinating than it used to be. Technology had also provided facilities that made the documentation and preservation of music much easier. It had also increased the possibilities of multimedia in music recording in and outside classroom situations in the colleges. However, improved technology accounted for the rising cost of music education, the purchase, maintenance and replacement of instruments. The problem of poor maintenance of facilities in the colleges was traced to the lack of trained music technologists who specialised in repair, servicing and maintenance of instruments. The study concluded that technology had affected positively the teaching and learning of music in the five Colleges of Education, but the problem of underfunding limited its potentialities.