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JOURNAL OF INTERDISCIPLINARY RESEARCH
called the Infovek Project Association for the purpose of
modernizing and supporting the teaching process using ICT.
Katarína Mandíková, Tibor Papp, Martin Hauptvogel and Peter
Sýkora are its founding members. The first Infovek 1999
conference took place on 14 January 1999 and thenwas
sponsored by the Chairman of the NRSR. The conference was
attended by top government officials, experts from universities
and executives of companies in the field of ICT. The vision of
the project was presented for the first time at the conference and
there was a rich discussion between all the participants. (Brezina,
2009) Outside Europe, the United States are the one of the
countries with a flexible response in the field of computer
technology development, where there are the most organizations
dealing with computer-assisted learning. Leading American
expert in computer-assisted teaching, Sam Reese, states that 78%
of American students aged 10 to 17 already had a computer at
home in 2001 and 73% of them had direct access to the
Internet.2 In comparison to Slovakia in 2006, only 26% of pupils
were connected to the Internet at home, the difference is
significant. The number and scope of the publications published
on computer-assisted music education also dominates the United
States, and yet the authors often wonder to what extent it is
necessary to use a computer in the teaching process. (Brezina,
2009).
In addition to foreign authors, ICT in the education has also been
defined by Slovak authors Kučerová and Pálušová, who describe
information technologies as "computing and communication
tools that support study and other activities in the field of
educatio
n." (Kučerová, Palušová 2006, p. 250). In 2006, there
are ideas that support the use of ICT during the educational
process and define ICT as supporting components that help to
increase the quality and effectiveness of the education. The
authors see the importance of using the technologies mentioned
above and try to categorize them as modern teaching aids which
teachers will work in the future with.
Thus, ICTs are technologies that are in some ways related to the
collection, recording and exchange of information. They use
these activities:
personal computers with multimedia support,
means of digitization,
internet and its services,
e-mail,
the media (television, video, radio)
integrated
educational programs and others (Kučerová,
Palušová 2006)
In recent years, in the professional literature, we frequently
encounter the concept of digital technology, which includes an
information component (information acquisition) and a
construction component (knowledge construction). (Šašala,
2017) Kalaš understands digital technologies in the context of
education as a synonym for information and communication
technologies, ie as "a wide range of means, tools, environments
and procedures (coming from the field of computers) that we use
to support learning and learning, communication and
collaboration, expression, creation, etc., ie for the comprehensive
support of all developmental domains of children, students and
learners of all ages ", so it highlights the" design side of new
technologies for the development of the design aspect of the
cognitive process. "(Kalaš 2013, p. 14)
Jiří Zounek defines digital technologies as “a product of human
culture and technology co-creating the current society and life of
all people, and thus life in schools. Technology is not neutral,
because it has already caused many changes in education and
enabled activities that would not be possible without technology.
"(Neumajer, Rohlíková, Zounek 2015, s.15)
When implementing ICT in education, it is therefore necessary
to perceive these two levels as inseparable and interdependent.
Technologies will be part of society forever, and therefore we
consider it appropriate to use them as aids in the educational
process. The school, as an educational institution, has always
been the most effective facility designed to educate as many
people as possible. With its working methods, it must adapt to
the newly created conditions, in the form of ICT, otherwise there
is a risk that new information and communication technologies
will surpass it. (Koreňová 2000) Eger (2004) characterizes e-
learning as computer-based education, web-based education,
internet-based education, and real-time communication using
computer and internet-based communication. According to J.
Zounek, e-learning is “an educational process in which ICTs
working with data in electronic form are used. The way in which
ICT is used depends primarily on the goals and content of the
education, the nature of the educational environment and the
possibilities of all actors in the educational process. " (Zounek,
2006, s. 400) Resource-basedlearning puts technology (such as
multimedia, the Internet) at the forefront as a source of
information and completely replaces the teacher in this position.
ICT is also important in so-called blended learning, which is a
combination of full-time and distance learning. Examples of
blended learning can be seminars combined with video
conferencing, courses with a permanent e-mail connection, etc.
(Brozmanová 2015) Also videoconferences have become very
popular, especially in the tertiary education. They allow you
transfering the lectures to any distance. Such interactive
communication ensures the transmission of audio and video
(video) in real time. ICTs make it possible to shift the teacher-
student communication channel from the traditional transmission
and reception to a modern collaboration and so discover new
information. As a result, a student can work independently, at an
individual pace, choose their own procedures (develop logical
thinking), the sources of information (develop critical thinking,
determine availability, conduct the first research), voluntarily
cooperate with classmates (cooperation, comparison), present
their results (presentation skills, feedback,). From the point of
view of didactics, a teacher can act as a coordinator of their
students, a counselor, or a tutor. The individual work of a student
with the use of ICT allows teacher to devote more time to
individuals or groups, to have a more effective approach to
individual feedback, diagnosis or evaluation.
2 Music Education in the context of the use of ICT - Music
education in the context of e-learning
Since its formation as a separate subject, music education has
undergone several changes, reflecting mainly technological
development. The initial form of music education was also
reflected in its name - singing, where the students or teachers
were the only source of music. At this stage, music education
had a distinctly active character. This was later weakened due to
the development of communication technologies. A significant
achievement was the introduction of listening to the music in
education in 1960.
Music education faces a challenge in the field of its innovation
and modernization, which arises from the further development of
technologies and their possibilities. Although these are gradually
being implemented in the educational process, their potential has
not still been fully exploited. Presentations (powerpoint, prezi
and others) have already been a common part of teaching today,
but in comparison with the current modern means they only
replace the "paper" form of the textbook to the use of some
aesthetic effects and do not have a significant impact on
improving the quality of education. "Institutionalized education
should not be stylized either in the position of opponents who
believe that social networks are just a fad, nor in the position of
enthusiasts who are eager to take advantage of the new trend,
but rather try to understand this new medium in favor of new
opportunities to work with web, to place it in the context ...
”(Vrábľová, Ľ. 2013, p. 76. In Fridman et al. 2013) needs of
music education. The reflection of these changes is also
constituted in the cross-sectional topics of the ISCED State
Educational Program: media education, personal and social
development, project creation and presentation skills. The issue
of implementing ICT in music education has so far been
addressed by several personalities
(Belo Felix, Eva
Langst
einová, Jaroslav Herden, Marián Janek, Hana Váňová,
Libor Fridman, Ľubomíra Vrábľová, Oľga Brozmanová, on a
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