Artificial Intelligence in the music classroom. Experience and perception of specialist teachers in Secondary Education
Abstract
Nowadays classroom practice is heavily influenced by an increase in resources linked to Artificial Intelligence (AI), and music education is no exception. Teachers still find difficulties in achieving a balance between content and skills, but, without a doubt, the practical opportunities offered by AI in Secondary Education are motivating for students. The objectives of this investigation are to analyze the experience of teachers in AI, quantify the skills learned by students, and examine the training needs that allow for the didactic use of AI. The focus of this study was on the perception of specialist teachers of music in relation to the resources and utilities of AI. The study was carried out in the Autonomous Community of Madrid, with a random sample of 301 participants, all of them teachers in Secondary Education schools. A mixed, qualitative and quantitative, questionnaire was employed to gather data. Results revealed that almost 40% of the teachers had been in contact with AI tools, around 30% had received training, and, when asked about their knowledge of the educational legislation, 91% highlighted they did not know how AI was articulated legislatively. Regarding teachers’ demands in relation to AI, the most common ones referred to software management (60%), classroom resources (19%), and group dynamics (10%). More than 94% considered that it is necessary to increase training in resources linked to AI.
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