Starting points of multilateral learning in implementing a music project by utilizing music education technology

Abstract

The purpose of the research was to find out what kind of connections a music project based on multilateral learning has on pupils’ (children’s) actions and learning when using music education technology as a tool, and how the music project affected the class teacher students’ shared cognition and the development of their professional identity. The project was carried out according to the principles of systems theory. During the process (the class teacher students n=21, the information technology students n=2, the educator n=1, indirectly the master´s thesis writers n=2 and the class teachers n=3) the participants’ experiences were reflected and monitored in various phases. This formed the data of the research, which was analyzed by means of theory-guided content analysis. According to the results, learning based on multilateral learning made students and children excited and inspired them to commit to their task. Children had a chance to influence their own doing. At the same time, each child’s own input and effort in the project could be seen, which made them feel participated. The social aspect of communality and doing together was enforced when everyone’s effort was needed. No one became a socalled free rider or an outsider. Practicing musical elements and other ambitions were carried out. Students’ shared cognition was composed of the group’s strengths and sharing that knowledge with others and receiving that from others. Professional identity and selfconfidence were strengthened, making students believe in their competence as acting as teachers, especially in music teaching. As a working method and approach the activity offered new forms of working to music teaching, which students found motivating.