The Relationship between Attitudes toward Technology and Openness to Innovation of Academicians Teaching Music Remotely

The Relationship between Attitudes toward Technology and Openness to Innovation of Academicians Teaching Music Remotely

Ebru ÇOCAR & Ekin ÇORAKLI KAHRAMAN

ABSTRACT
The present study aimed to determine whether there is a correlation between the attitudes of music academicians who teach music remotely toward technology and their level of openness to innovation, and to examine if these attitudes and levels vary according to certain variables. The study sample was composed of a total of 74 music academicians working in the faculties of education, conservatories, and faculties of fine arts of universities in various regions in Turkey in the academic year of 2020-2021. Using relational screening model, the present study compiled data through the ‘Attitudes toward Technology Scale” by Akbaba Altun (2003), and the “Characteristics of Innovative Teachers Scale” of Kocasaraç (2018). Pearson Correlation Analysis was employed to determine the relationship between academicians’ attitudes toward technology and their levels of openness to innovation, and these attitudes and levels were analysed according to certain variables through t-test, Mann-Whitney U, Kruskal-Wallis, and ANOVA test methodologies. The findings indicated a high positive correlation between the attitudes toward technology and levels of openness to innovation of academics teaching music remotely. In addition, it was found that academicians’ levels of openness to innovation and attitudes toward technology did not significantly differ according to gender, level of education, and their fields of expertise

KEYWORDS: Music education, Music educators, Openness to innovation, Attitude toward technology, Distance education

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