Lecturers’ adoption of digital technology to promote student engagement in teaching music at a teachers’ college in the Manzini region of Eswatini

Abstract

This study sought to explore the lecturers’ adoption of technology to promote student engagement in teaching music. The study pursued the establishment of the factors influencing college lecturers’ adoption of technology in teaching music, the college lecturers' needs in adopting technology in teaching music and determined the strategies that can be used to address college lecturers’ needs in adopting technology in teaching music. This study was underpinned by the Unified theory of acceptance and use of technology (UTAUT) theory.

The conceptualisation of college lecturers’ adoption of technology in teaching music was done through the existing literature. A qualitative research approach was used in this study. The case study employed in this study was explained by Yin (1994). The study was driven by interpretive research philosophy. Open-ended questionnaires, open-ended interviews and observations, were used to generate data from purposely selected lecturers who were involved in teaching music. The data was analysed thematically and direct quotations were utilised in data presentation. Ethics in research were also considered. The results of the study revealed that technology adoption in teaching music has been accelerated by the COVID-19 pandemic, with factors such as social norms, ease of managing large classes, and the availability of software and apps. College lecturers need on-campus and off-campus data, smart gadgets, funding, and proper training for effective teaching. Strategies to address the needs include providing necessary tools and wider internet broadband, integrating technology into instruction, and regular workshops and seminars.

The study recommends upgrading campus technology infrastructure, allocating funds to support technology integration in music teaching, providing comprehensive training programs, facilitating the transition from traditional instruction to technology-integrated learning, and leveraging communication channels like WhatsApp for student-teacher interactions. Regular review and feedback mechanisms are also suggested to assess the effectiveness of technology adoption initiatives and continuously improve the integration of digital tools in teaching music.