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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.

The purpose of this mixed methods study was to examine the effect of ear playing instruction on adult amateur wind instrumentalists' musical self-efficacy. Ten volunteer members of a community band in a small town in Ohio completed the "Ear Playing Profile" both prior to and following an eight-week period of instruction in playing by ear and improvising. In addition, participants provided weekly qualitative feedback and the researchers maintained field notes. Following instruction, the participants expressed significantly greater self-efficacy in performing music by ear (i.e., playing familiar songs by ear, playing along with pre-recorded music, improvising music), as well as in other musical skills (i.e., technical ability on their instrument, understanding their individual part in an ensemble, composing music, and listening to music with understanding). Observations of the learning process and suggestions for future research are provided.

10.1007/s00146-022-01518-8 4 Borsci S, Lehtola VV, Nex F. Embedding artificial intelligence in society: looking beyond the EU AI master plan using the culture cycle. He demonstrates the existence of Euro-American biases within AI ethics scholarship and identifies a need to consider I non i -Eurocentric perspectives regarding AI ethics, specifically advocating ethical principles from an African perspective. Artificial Intelligence (AI) is fast becoming a ubiquitous part of our lives. Concluding remarks The landscape of AI ethics, and more broadly AI in society, is vast in methods, questions, and proposals. [Extracted from the article]

Artificial intelligence raises important social and ethical concerns, especially about accountability, autonomy, dignity, and justice. We focus on the specific concerns arising from how the emerging autonomous vehicle (AV) technology will affect professional drivers. We posit that we must engage with stakeholders to understand the implications of a technology that will affect the stakeholders' lives, livelihoods, or wellbeing. We conducted nine in-depth interviews with professional drivers, with at least two years of driving experience, to understand the ethical and societal challenges from the drivers' perspective during the predicted widespread implementation of AVs. Safety was the most commonly discussed issue, which was mentioned by all drivers (17 times by truck drivers and 18 times by Uber/Lyft drivers). We find that although drivers agree that AVs will significantly impact future transportation systems, they are apprehensive about the prospects of reskilling for other jobs and want their employers to be straightforward in how the introduction of AVs will affect them. Additionally, drivers dismiss the suggestions that driving jobs are unsatisfying and potentially unhealthy and thus should be eliminated. These findings should be considered seriously in decision-making about questions of socioeconomic justice, and could be useful to policymakers as they shape relevant regulations. [ABSTRACT FROM AUTHOR]

Adolescents with multiple or severe disabilities often lack access to opportunities available to their typically developing peers, whose in-school friendships are often reinforced through other out-of-school, and sometimes interschool, activities. Limitations to these opportunities can be a result of attending a separate school designed to provide the specialized education needed in order for students with severe disabilities to be successful in life. Consequently, the very nature of the specialized school may create a barrier to the development of peer relationships beyond the boundaries of the classroom. Given the extensive medical needs of this population, creating opportunities for students to participate in typical adolescent activities (e.g., making friends and participating in social groups both within and beyond the classroom) is challenging. Although families are essential in providing these opportunities, typically developing adolescents manage this independently; students with disabilities benefit from a coordinated approach. This article describes a project that used technology to bring together adolescents with multiple or severe disabilities living in Northern Ireland and the United States. Through the combined efforts of educators in Northern Ireland and the United States, together with highly motivated students eager to learn and interact with their peers across the ocean, a successful learning environment was created in which teacher goals of improving communication and technology skills were exceeded and international friendships enriched student lives. (Contains 2 tables.)

Web 2.0 tools and resources can enhance our efficiency and effectiveness as music educators, supporting personal learning networks for ongoing professional growth and development. This article includes (a) an explanation of Really Simple Syndication (RSS) and the use of an RSS reader/aggregator; (b) a discussion of blogs, podcasts, wikis, folksonomies, and other resources that can be subscribed to via RSS, with examples of these media applicable to music teaching and learning highlighted; (c) a list of tools that allow one to search for RSS-enabled content of interest; and (d) instructions for accessing resources to create and develop blogs, podcasts, wikis, and folksonomies. (Contains 1 figure and 11 notes.)

Growing up on a reservation, one takes a few things for granted. One assumes the presence of Native people and an understanding of Native life. When one leaves that environment, however, one quickly understands that not everyone has spent substantial parts of their lives in contact with Native people. In this essay, the author provides his experiences as a California Indian who has attended and worked at three vastly different universities and in diverse states. Some of his experiences have been positive and others negative. The author has learned from these encounters, however, and he hopes that he offers something constructive to other Native scholars. (Contains 4 notes.)

Discusses topics essential to good classroom management for ensemble music teachers. Explores the importance of planning and preparation, good teaching practice within the classroom, and using an effective discipline plan to deal with any behavior problems in the classroom. Includes a bibliography of further resources. (CMK)

Identifies the Internet as a rich source of materials that provide alternative avenues for learning that are independent of time and distance constraints. Provides tips for searching for information concerning continuing education, research, and professional associations. Includes list of on-line resources, listservs and newsgroups, and selected references on the Internet. (MJP)