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Enhancing Music Learning With Digital Tools: A Case Study of a Student Using iSCORE
Rena Upitis, Julia Brook, Philip C. Abrami
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DOI:10.17265/2159-5836/2014.06.008
Queen’s University, Kingston, ON Queen’s University, Kingston, ON; Concordia University, Montreal, Canada
iSCORE is a digital tool, available without charge, which was designed for students who take lessons from independent music teachers. One of the challenges of this learning format is that students must develop strategies to practice on their own between lessons. iSCORE can help meet that challenge by supporting students as they develop strategies for self-regulation to enhance their goal-setting, practice strategies, and abilities to reflect and critique their progress. This paper describes a case study of a 15-year-old pianist who learned to play a difficult piece of repertoire by using iSCORE to archive and compare performances, develop strategies, and reflect on his learning.
self-regulated learning, music education, digital technologies
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