This study aimed to examine the experiences and perceptions of secondary school music teachers regarding the use of educational technology (EduTech), which is increasingly considered a key element in future education. A total of 111 in-service music teachers participated in the survey, which investigated their use of EduTech across five subdomains: artificial intelligence (AI), generative AI, online teaching and learning support platforms/tools, software development, and digital music content. The findings revealed that music teachers actively utilized various forms of EduTech in their instructional practices and had also engaged in related training. Overall, teachers reported positive perceptions of the usefulness and necessity of EduTech. However, differences in perception emerged based on training experience and geographical work location. Teachers with training experience in generative AI recognized its usefulness and necessity more strongly than those without, while significant regional differences were observed in perceptions of online teaching tools and software development programs. Furthermore, teachers aimed to foster students’ core competencies—such as musical creativity, information processing skills, and communication abilities—through the integration of EduTech in music classes. These results provide foundational insights for future policy and practical discussions on EduTech integration in music education.
Shim et al. (Thu,) studied this question.