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Abstract
The purpose of this study was to examine music education researchers’ perceptions of the importance of selected technologies to scholarly inquiry. Participants (N = 460), individuals who had published articles during a 5-year period between 2008 and 2012 in six prominent journals that disseminate music education research, were invited to complete an online questionnaire that asked them to rate the importance of various technological tools in relation to (a) their own scholarly inquiry and (b) graduate student music education researchers. A total of 250 responses were received, resulting in a 54% return rate. The participants indicated that a diverse set of technological tools is important to their personal research practice. They also suggested it was important for graduate student researchers to become acquainted with these tools. A potential model for conceptualizing the use of technology as an integrated part of the research process is proposed.
Keywords graduate student, music education, research, researchers, technology, TPACK
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