Facilitating self-regulated instrumental practice: navigating technology and pedagogy

Instrumental practice is fundamental to musical development, but many young children lack the strategies to learn effectively between lessons. As students are often expected to practise their instruments by themselves, it is imperative that they are supported by an environment that facilitates independent and effective learning. Self-regulated learning theory provides a framework to explore the cognitive, metacognitive and motivational aspects of learning, and posits that students can develop context-specific skills through interactions with the learning environment. Through the lens of this theory, this doctoral study explored the use of digital technology in supporting children’s instrumental practice.

This interpretive multiple-case study utilised a software application assigned to a piano teacher and four students (aged 8-12) undertaking individual lessons in the private studio setting. Data was collected at multiple points over two Victorian school terms, with data sources including semi-structured interviews, practice observations and software data. Thematic analysis was conducted within each student ‘case’, followed by the abstraction of themes across multiple cases. Study findings indicate that tools with customisable listening functionality enabled students to build aural-familiarity with tasks, and facilitated their problem-solving skills and self-efficacy during practice. However, technology-use was only effective when tools and strategies were aligned to student learning needs. Furthermore, students’ strategic use of digital technology required consistent teacher guidance and reinforcements. This paper concludes that, it is not technology itself but also how it is used, that can enable the facilitation of selfregulated learning skills during practice. This research provides insights into learning environments that could support children in practising more independently and effectively between lessons.