Author(s)： Sahoon H. Kim
We are living in the 21st century that requires us to know how to integrate paper based curricula into interactive media. The purpose of the study is to provide exemplary cases that music teachers hope for their music classes through using Digital Textbook. For this purpose, two times of interviews with ten music teachers in South Korea were conducted. Case study and grounded theory methodology were adopted as a tool for analyzing the data. As a result, the teachers’ desires for Digital Textbook were categorized into two perspectives: learner-centered learning, and collaborative learning & connection with open sources.
Five years ago, South Korea mapped out a plan to transform its education system into the world’s most cutting-edge. The country would turn itself into a knowledge powerhouse, one government report declared, breeding
students equipped for the future. These students would have little use for the bulky textbooks familiar to their parents. Their textbooks would be digital, accessible on any screen of their choosing. Their backpacks
would be much lighter .
What changes digital textbooks (DT) can bring to the traditional classroom context as well as how to integrate paper based curricula into this interactive media available device has been a hot issue for researchers and educators throughout the world. Especially since 1997, as one of the leading countries in the field, the government of South Korea has attempted to develop DT . Even though, at the current stage, it is difficult to say whether it is a success or failure, one cannot disagree that it is worthwhile to study the digital textbook . Particularly because of its affordances for interactive learning, researchers strongly argue that it would provide a great benefit for the music classroom.
The purpose of the study was to explore and suggest features that music teachers want in digital textbooks for their music classes. For this purpose, this article firstly summarizes how the use of DT was implemented in Korea. By drawing out the opportunities and challenges of DT in general, this study attempted to shed light on how to construct DT for music curricula. As a data gathering process, this study interviewed ten music teachers to ask them what properties they hoped to develop in DT for music curricula.
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