Exploring the impact of integrating technology-enhanced learning and music as teaching tools and pedagogies for student engagement in private nurseries in Beijing: A qualitative study

Li, Sicong (2024) Exploring the impact of integrating technology-enhanced learning and music as teaching tools and pedagogies for student engagement in private nurseries in Beijing: A qualitative study. PhD thesis, University of Glasgow.

Abstract

The use of technology-enhanced learning in early childhood education has increased gradually in recent years (Lindeman et al. 2021). At the same time, scholarly investigations have outlined the benefits of using music for language learning and the expansion of Nursery education in China. However, research on the effects of integrating music and technology-enhanced language learning in Chinese nurseries is limited. Some have argued that technology enhances student engagement, while others believe it might hinder traditional forms of learning. To address this gap, this research conducted a case study using an interpretive practice-based approach, including collaborative action research methods.

Over a 3-month period, I conducted action research in collaboration with teachers in two nurseries to investigate the impact of music and technology including teachers’ related skills, on student engagement. The methodology included collaborations with teachers to co-develop lesson plans, post-lesson discussion. The data gathering adopted a qualitative approach. Both inductive and deductive processes were used in the thematic analyses of classroom observation and teacher interview transcripts (44, 130, and 75 pages, respectively).

The study considers seven key findings. Firstly, the use of technology and music, combined with the support of peers and teachers, fostered student engagement. Furthermore, the level of student engagement was impacted by various factors, including the practical experience and training of teachers; their teaching methods, emotional patterns, tone, and class content as well as their pedagogical beliefs and values. Finally, the exchange of thoughts and insights about educational identity, pedagogical autonomy, and teaching efficiency between the teachers and myself facilitated professional growth and, ultimately, supported student engagement.

• Item Type: Thesis (PhD)
• Qualification Level: Doctoral
• Subjects: L Education > LB Theory and practice of education; L Education > LG Individual institutions (Asia. Africa); M Music and Books on Music > M Music; T Technology > T Technology (General)
• Colleges/Schools: College of Social Sciences > School of Education
• Supervisor's Name: Odena, Professor Oscar and Lowden, Mr Kevin
• Date of Award: 2024
• Depositing User: Theses Team
• Unique ID: glathesis:2024-84416
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 28 Jun 2024 13:20
• Last Modified: 28 Jun 2024 13:20
• Thesis DOI: 10.5525/gla.thesis.84416
• URI: https://theses.gla.ac.uk/id/eprint/84416