



































Tonemic Substitution


 
234 

 

 
BRACING MUSIC EDUCATION THROUGH MUSIC TECHNOLOGY    

(SOFTWARE) IN TERTIARY INSTITUTIONS IN DELTA STATE, 

NIGERIA. 

 

Florence Nkechi Nmadu & Agatha Ijeoma Onwuekwe Ph.D. 

 

Abstract 

his study focuses on the relevance of music technology to 

primary music teaching and learning. The tertiary institutions 

offering music in Delta State were the focus of the study. 

This study aimed to investigate music technology on primary 

music teaching and learning, as it enhances general music education 

and can assist in achieving the set objectives of music education. It 

also featured some views and contributions of some scholars and 

musicologists on some concepts and empirical findings that are 

relevant to this study. The methodology used was a survey; the 

target population was made up of lecturers and students. It is 

observed that the majority of the students and lecturers are not 

exposed to music technology. The students were overwhelmingly 

willing to be exposed to music technology. The study concludes that 

we are now in the new age of knowledge development. Tertiary 

institutions in Delta State should place music education into a 

platform where music creates revenue and attracts development to 

the institutions, and creates economic empowerment to the students. 

         

Background to the Study 

Technology has been described as “the making, modification, and 

usage of tools… to solve a problem or achieve a goal....’’ 

(www.enwikipedia.org/wiki/). Rudolph (1996) holds the perception that 

“technology can be thought of as anything that uses science to 

T 

Awka Journal of Research in Music and the Arts (AJRMA) Vol. 14 2020 

../www.enwikipedia.org/wiki/


 
235 

achieve the desired result. Technology is a scientific knowledge used 

in practical ways in all spheres of life.; it is the most modern designed 

machinery or equipment for use in almost all facets of life” (p.4). 

Today, in everything we do in music one form of music technology is 

involved; in writing of music to performance of music. There are 

software and hardware that lecturers and students can engage with 

to teach and learn music in the classroom, such as television, cable 

networks, digital video disc (DVD), video compact disc (VCD), 

computer system, Laptop computer, MIDI (Musical Instruments 

Digital Interface) and even in the construction of instruments. 

Adedeji in Adedeji (2004) affirms: 

There is virtually no aspect of musical processes that is 
not realizable with the computer technology and 
internet, including global music teaching, research, 
marketing, audio, and video recording, editing, mixing, 
mastering, harmonization, and orchestration. Adedeji 
(2004) further states that ''there is over 4,000 music 
software of different categories. Popular notation 
software used in Nigeria currently includes the 
Cakewalk series, Sibelius, Finale, and Noteworthy 
Composer. Of them, Sibelius is the most 
comprehensive, easily operated, and less deficient (p. 
3).  

 

Conversely, it is observed that these devices are not utilized to 

teach/learning in the classroom. Nwamara (2006) asserts that "in the 

recent times, it will be extremely difficult if not impossible for every 

average Nigerian musicologist to claim ignorance of the availability of 

varieties of possibilities in the art of music-making and creation, 

using computer technology" (p. 125). Similarly, Onyiuke (2009) opines 

that “today, there is an environment which is ripe for the spread of 

electronics into the field of music that the impact of the computers 

on music education is now being felt in Nigeria” (p. 103). However, 



 
236 

technological music devices are not being used, but few lecturers 

apply these technological devices to teach/learn music composition in 

some of the tertiary institutions in Delta State.  

 

At this junction, it is imperative to look at the terms used and 

empirical studies on the relevance of music technology concerning 

music teaching/learning; in aspects of music technology that enhances 

music education.          

          

Purpose of the Study  

This study aims to investigate music technology in music education in 

tertiary institutions in Delta State. The following set objectives are 

guiding it:  

 To find out the level of computer and software literacy of the 

students and lecturers. 

 To determine how committed are schools to taking advantage 

of the technological revolution in education? 

 To find out technological devices available 

 To examine the level of interest in learning is engendered by 

the use of new technology.  

 For teachers and students willingness to enhance teaching and 

learning with music technology.                                                                                                                                                                          

 

Research Questions  

i. What level of computer and music software literacy do the 

teachers and students have? 

ii. How committed are schools to taking advantage of the 

technological revolution in education? 

iii. What are the technological devices available? 

iv. What level of interest in learning is engendered by the use of 

new technology?  

v. Would the teachers and students want to enhance teaching 

and learning with music technology?                                                                                                                                                                           



 
237 

Clarification of Terms  

Bracing 

In British English, bracing is "refreshing, stimulating, invigorating” 

[Accessed September 2, 2021. From 

https://www.collinsdictionary.com]. According to Merriam-Webster, 

bracing in adjective; is “giving strength, vigour, or freshness 

[Accessed September 2, 2021. From https://www.merriam-

webdictionary.com]. Similarly, in Your Dictionary, perceptions bracing 

in adjective; invigorating or stimulating. Invigorating or refreshing; 

strengthening. Further defines bracing as "something that provides 

support to a structure." [Accessed September 2, 2021. From 

https://www.yourdictionary.com].          

 

Some words are related to bracing; tonic crisp, rousing, quickening, 

restorative, chilly, simulating,  cool,  energizing, animating, cool, 

fortifying, reviving, lively, exhilarative (Dictionary.com). [Accessed 

September 2, 2021. From https://www.dictionary.com.>broswser] 

Bracing is giving support to strengthen something for a better 

effect. 

 

Music Education 

Okechukwu (2017) defines music education as “the art or process of 

teaching, training, and learning music which can be formal or informal 

because education originally starts from conception; as such, music 

education starts in the home informally as traditional folk or 

indigenous music of one's society" (p. 141). Ojukwu in Okechukwu 

(2017) opines that music education is a process by which individuals 

become aware of and sensitive to music. The programme enables the 

learner to come to grip with the socio-musical values established for 

his/her worthwhile music values in accordance with the changing time 

and circumstances (p. 142). Music education is the acquisition of 

musical knowledge and skills in a formal or informal setting by one 

who desires it. In a formal setting, it is a systematically planned 



 
238 

programme centered on the three domains of learning (cognitive, 

affective, and psychomotor) to suit the learner and, upon completion, 

is awarded a certificate. While in an informal setting, it can be 

organized outside the four wards of education. It can also be 

acquired by participation or observation. According to Obiesie and 

Nwamara (2018), music education:  

Touches every aspect of learning/educational taxonomy. 
These include the cognitive domain (the acquisition of 
knowledge), the affective domain (the learner’s 
willingness to receive, internalize, and share what is 
learned), and the psychomotor domain (the development 
of skills). Music education has often been defined by 
various Nigeria music scholars to be the sum total of all 
skills, knowledge, principles, and strategies which a 
music practitioner needs to acquire in order to be 
effective and efficient in his/her job as a professional 
(p. 207)  
 

Music Technology  

Nwamara (2006) infers that music technology is “the incorporation of 

computer technology into musicology is the employment of computer 

and its associated hardware and software to assist the study, 

creation, performance, and preservation of music” (p. 125)            

Clifton (2010) asserts that: 

Music technology describes the technological equipment 
used mainly to compose, perform, record, store, and 
playback modern music". People can study music 
technology at the university level, giving them a firm 
grounding in everything from music craft to Today's 
commercial music business. New music technology 
creates new techniques and opportunities to explore 
musically, this field of music helps to spur new music 



 
239 

and new forms of musical creativity in Today's artists 
(www.ehowaskdeb.com) 

 

Music technology is a term that refers to all forms of technology 

involved with the musical art; particularly the use of electronic 

devices and computer software to facilitate playback, recording, 

composition, storage, and performance (www.mhtml:file://H:/Hilliard 

accessed December 6, 2011). According Beam  

Music technology is the application of technology, such 
as computers and software, to the musical arts. 
Whether it is sequencer and editing software or 
electronic musical devices, musical technology and its 
definition expands. It is sometimes referred to as 
sound technology, but while these two fields are similar, 
they are also vastly different. Music technology 
encompasses the composition, recording, and playback 
of music, while sound technology may only encompass 
the production of various sounds. [Accessed September 

1, 2021. From https://www.infobloom.com] 

 

Music technology comprises the various and diverse kinds of 

technology such as computers, software, hardware, hard disc, 

microphone, speakers, sound monitor, and others applied to the 

musical arts education; in composition, notation,  recording, analyzing, 

production of music, sound production, construction of musical 

instruments. Music technology is also a field of study in music 

education specialized in different areas of music technology like 

music technology (mechanical), music technology (electric) music 

technology (electronic and digital). Mechanical music technology 

involves using any device, mechanism, machine, or tool by musician or 

composer to make or perform music; to compose, notate, playback, 

record songs or pieces; or analyze or edit music. Electronic music 

technology deals with musical instruments and recording devices that 

https://www.infobloom.com/


 
240 

use electrical circuits, often combined with mechanical technologies. 

Music technology entails whole lots of others.   

 

Impacts of Music Technology on Music Education   

Some music educators like Garcia (2004), Nwamara (2006), Onuora-

Oguno (2009), and Onyiuke (2009) carried out studies on the impact 

of technology on music education. For instance, the research carried 

out by Garcia (2004) was "the case for technology in music 

education." 

Garcia points out that: 

1. The use of technology in music education has affected the 

change and attitude of students to music learning.   

2. Embracing technology and using it to meet music education 

objectives has empowered students by giving them more 

control and access to their own (music) education while 

exploring interest close to their hearts and by becoming 

musically literate in the process. 

3. The use of music technology has the potential to strengthen 

the position of music in schools. 

4.  Technology opened the doors to more students. It allowed them 

to experience music-making as easily as if they were playing in 

a sandbox. 

5. Technological innovations in music have allowed for the same 

kind of opportunities for general music education for 

students. What a teacher uses at school to teach can be 

purchased and used by students at home and teachers. This 

notion levels the playing field for students and teachers and 

expands the possibilities, definition, and role of music 

programmes – enriching them and students for better 

Another supporter for revitalizing music through music technology is 

Nwamara (2006), who found the place and purpose of computer 

technology in musicology in the following aspects: 



 
241 

1. The teaching and study of music; proper and careful 

incorporation of computer technology enhances the teachers' 

sense of professional development and personal growth as 

computer technology provides the music teacher with tools to 

develop skills and knowledge. Such tools include various 

computer software and hardware that satisfy diverse needs in 

almost every aspect of musicology. It also benefits the 

students whom these skills and knowledge are being 

transferred to. 

2. Composition/production and preservation of music; computer 

technology is very essential to the musicologist (composer) 

from the time he conceives his ideas till he finalizes/rounds 

off his creative jobs. 

3. Performance of music; in performance, the sequencer, which is 

a computer-aided device, makes it possible for few individuals 

to play roles that would have required a large number of 

performers or even an orchestra under normal circumstances. 

Apart from aiding performance, the computer also helps to 

improve and control the texture of sound and accuracy of 

pitches in performances.  

In Onuora-Oguno’s (2009) viewpoint, the gains of computer 

applications to music pedagogy are numerous; the computer machinery 

is flexible and precise and can yield a wide variety of musical 

applications. Onuora-Oguno (2009) also points out the under listed:                                                    

1. In using a computer as a tool in composition, the composer 

programmes the computer to produce pitches, rhythms, tone 

colours, and musical elements and to screen these elements 

through criteria also chosen by the composer. The output may 

be transcribed for performance by conventional instruments 

or fed into another device for conversion into sound. The 

composer’s input, in the form of mathematical functions, is 

translated by the computer into synthesized musical sounds 

that are stored in digital form and can be played back at will. 



 
242 

Computer can be programmed to produce music in traditional 

styles and instrumental colours. Its principal attraction to 

composers has been its ability to expand the previously 

available range of musical elements such as tone colours and 

pitches and the new approaches to musical form it makes 

possible. 

     2.   Illustrations are now easier through PowerPoint presentations. 

     3.   Data storage and retrieval give an office an enhanced status. 

     4. The techniques of computer technology permit the indexing of 

music. Today, much software exist that aid transcription of 

music. Notable among them are Finale, Sibelius, and the note-

worthy composer, writing and printing music have been made 

easier and aesthetically pleasing. 

5.  Digital libraries and the use of the internet make research 

easier. 

 

Onwuekwe (2010), on the other hand, enumerates the uses of the 

computer in music composition as thus: 

 

(i) The first use of computers was to compose or assist 

composers in creating works for instrument or electro-

acoustic performance. 

(ii) The most significant use of computers has been to synthesize 

sound waves. Store as numbers, the sound wave are 

converted into voltages that drive loudspeakers. 

(iii) Although computers can also be used to control analogue 

synthesizers and other sound equipment such as mixers, 

direct digital synthesis has the most interested composers 

because all sounds can be recorded, synthesized, and 

modified in this way. 

(iv) Computers can be used for musical score writing. This could be 

characterized as an Information-translating function. 

Several programmes are now achieving modest success at 



 
243 

producing a traditional written score from some other 

form of information about a piece of music. The other 

form may be a list of symbols entered on a typewriter 

keyboard, or in some cases, it can even be the audible 

sound of live music reaching a microphone connected to the 

computer. 

 

Onyiuke (2009), on the other hand, discovers that with the 

advancement in technology and resultant computer literacy, many 

benefits are seen in the process of teaching and learning music in the 

following ways:                                                   

1. Computers are playing an increasingly important role in 

education for both the teacher and the student. Their uses 

enable each student to develop at his or her own pace and 

make the whole learning process more flexible. 

2. Computer aids to music education have been a major 

component of the Western pedagogical process. 

3. In the area of teaching, there are pedagogical tools that are 

used by music educators who want to share ideas and 

information with large or small groups of students. 

4. The electronic whiteboard is a computer implement. This could 

be utilized by music educators in teaching music theory. It is a 

presentation device, which interfaces with a computer through 

a digital projector where they can be seen, and users can 

control the software both from the computer and from the 

board.                                                   

5. Computer usage in and out of the classroom has gone a long 

way in enhancing the students’ learning experiences. 

6. The computer can act as a member or coach and observe the 

use of the medium of students. Apart from acting as a coach, 

there are software that, when installed in the computer, can 

serve as a tutor for learning the piano, electric keyboard, 

guitar, saxophone, and many other musical instruments. 



 
244 

7. Software like Melodic Dictation Computerized Instruction 

(MEDICI) is used in notating music on a terminal screen. It can 

help students to jot down the melody played. 

8. Computers are generally useful to students especially music 

students in that it enhances the student’s attitudes towards 

classroom music, improves their level of musical achievements 

and comprehension of musical concepts. 

9. The computer also boosts the learners' concentration, 

cooperative learning, and level of creativity.   

        

Music technology has a wide range of opportunities to offer to 

students and lecturers. It has dramatically changed the order of 

general music education globally as there are now varieties of courses 

(specialties) and technological music devices emanating from it. The 

impacts of music technology on music education are boundless. 

Therefore needs to be grafted into the curriculum of music education 

in tertiary institutions offering music in Delta State.  

 

Methodology    

The design of this research study is a survey. This study was aimed 

at investigating music technology in music education. The design 

involves using questionnaires for lecturers and students and 

interviews with the heads of the music department in tertiary 

institutions. Books, journals, and the internet were also used. The 

study was carried out in three (3) tertiary institutions that are 

offering music studies in Delta State, namely; 

1. Delta State University, Abraka.  

2. College of Education, Agbor. 

3. College of Education, Warri. 

 

Table: 1 Total Numbers of Respondents for the Study   
S/N Name of Tertiary          

Institution  

Head of 

Department 

No of 

Teachers 

Total no. of 

Students 

Total 



 
245 

1 Delta State 

University 

       1               5         30      36 

2 College of Education  

Agbor 

        1       5         15      21 

3  College of    

Education, Warri 

        1               4                    7      12 

 

Presentation and Analysis of Data 

The study aims to investigate music technology in music education in 

tertiary institutions in Delta State. Some set objectives guide it. 

There were eight questions containing response options to be 

answered by the students. The questions in the questionnaire for the 

lecturers contained nine fixed-response options while, including four 

questions for the Head of Music Department. Two to four options 

were provided to be selected from and we applied percentage and 

item analysis to analyze the data. The table consists of the 

responses, the number of respondents, and their corresponding 

percentages. Below is the pattern used to analyze the percentages; 

X/N x 100/1, 'X stands for the number of responses, N stands for 

the number of respondents, while 100 stands for the percentage and 

1 for constant. 

 

Research Question One for Lecturers’    

The questions asked and the respondents’ responses are stated on a 

tabular form below. 

What level of computer and software literacy do you have?  

 

Table 2: Lecturers’ Level of computer and software literacy.  

 

Variables Basic Computer  

& software   

knowledge  

Computer music 

software expert 

 A Certificate 

in Computer 

knowledge 

No Computer    

Kn     Knowledge 

    

Responses             2         1          14       0 

Percentage             14%         7%         100 %       0% 



 
246 

The data above shows that two respondents (14%) have basic 

computer and software knowledge, while one respondent claims 

computer expert (7%). All respondents have basic computer 

knowledge.  

Research Question Two  

How committed are schools to taking advantage of the 

technological revolution in education? 

 

Table 3: Responses to if they teach with computer software  

 

 

 

 

 

 

 

The data above shows that 12 of the respondents indicated not using 

software to teach. Whereas two signified using music software to 

teach.   

 

In what areas of music education does the department apply 

music software? Table 4 Lecturers' Responses on the areas of 

music the department applies music software 

 

 

 

 

 

Variables All Some None 

Respondents    0    2       12 

Percentage   0% 14.3% 85.7% 

Responses Frequencies Percentages 

Yes                 2 14.3% 

No               12 85.7% 

Total               14  100% 



 
247 

 

 

The data above shows that most respondents (12) indicated not using 

music software to teach any music course. In contrast, two 

respondents signified the use of music software in some areas of 

music.  

 

What is the music software used for music education in tertiary 

institutions? 

 

Table 5: lecturers’ Responses on music software used for music 

education 

Table 5 above shows that only two respondents use Sibelius, finale, 

noteworthy composer. The rest of the technological devices 

stipulated are not used by all respondents to teach. 

  

What areas of music require music software application?  

 

Table 6: lecturers’ Responses on the areas of music they apply 

music software 

 

 

 

 

 

Variables 

 

 

 

Tutorial 

Software 

Sibelius, 

Finale, 

NoteWorthy 

composer 

Internet Digital 

audio/

video 

 

Drill and 

Practice 

Software 

Respondents     0 2            0     0        0 

 

Percentage     0%              0%    0% 0%      0% 

 

Variables 

 

 

History 

of 

Music 

  Music  

Composition 

Record 

Music       

All of 

the 

Above 

None of 

the 

Above 

Respondents      0                       2 0        0        0 

Percentage      0%              14.3%  0%   0%        0%       



 
248 

 

The above suggests that the area music software is applied to music 

learning is composition alone. 

                                                                

Research Question Three.  What are the technological devices 

available in school? 

Does the school have computers and any other technological devices?           

Yes              No  

 Lecturers’ Responses on the Departments’ Possession of any 

computer applications 

  Table 7:                                                 

The data above shows that only one school has computers and other 

technological (36% of the population). In contrast, the (64%) 2 

others do not have computers or other technological devices.  

 

Research Question Four 

What level of interest in learning is engendered by the use of 

new technology?  

Table 8:Level of interest in learning that is engendered by 

Technology. 

School Responses 

 

Frequencies Percentages    

of population 

Delta State 

University 

Yes  5 36 

College of 

Education,   

Agbor 

 No 5 36 

College of 

Education,  

Warri 

  No 4 28 



 
249 

                                                   

From the above data, it is discovered that all (100%)  respondents 

indicated that technological devices motivate students to learn. All 

the respondents also agreed that the new technology is an aid to 

individual development. The 14 respondents also concur that the new 

technology is a teaching and learning tool.  

 

Research Question Five  

Will you want music technology integrated into music teaching and 

learning? Yes               No           Indifferent  

Table 9: Desire for the integration of Technology on Music 

learning.  

 

Responses Frequencies Percentage of 

Population 

Yes 12 85.7% 

No 0 0% 

Indifferent 2 14.3 % 

Total 14 100% 

 

The data above shows that 12 respondents want music technology 

integrated into music learning. While two others were indifferent and 

no respondent indicated no. 

 

If allowed to undergo an in-service training programme on music 

technology, will you accept to go? Yes        No               

 

Variables A motivation to 

Students to 

Learn 

An Aid to 

Individual 

Development 

A Teaching 

and Learning 

Tool 

Responses             14          14            14 

Percentage           100%         100%           100% 



 
250 

Table 10: Acceptance of In-Service Training 

All the respondents in the data above indicated that they would 

accept an in-service training programme on music technology if given 

the opportunity.  

 

Analysis of Students’ Questionnaires  

The analysis used for the teacher's questionnaire was also applied for 

the student's questionnaire. 

 

Research Question One for Students 

What level of computer and software literacy do you have?  

 

Table 11: Students’ Level of computer literacy.  

 

The table above indicates that 10% of the respondents have basic 

computer and software knowledge. None has a certificate in computer 

knowledge, while 42 respondents have no computer and software 

knowledge. 

 

Responses Frequencies Percentages of Population 

Yes 14 100% 

No -- 0% 

Total 14 100% 

Variables Basic 

Computer    

and 

software   

knowledge 

A Certificate 

in      

Computer 

knowledge 

No Computer     

and   Software           

knowledge 

Responses             10                 42 

Percentage             19%          0 %       81% 



 
251 

 Research Question Two  

How committed are schools to taking advantage of the 

technological revolution in education? 

What is the music software used for music education? 

 

 

Table 12 Students’ Responses on music software used for music 

education 

The data above shows that only ten respondents apply music software 

to music education, while 42 respondents are not exposed to any 

music software knowledge. 

 

What areas of music require music software application?  

 

Table 13: Students’ Responses on the areas of music they apply 

music software 

Table 15 above shows that 19% of the respondents apply music 

software to music composition, and the 42 (81%) respondents do not 

apply any music software to music education. 

Variables 

 

 

 

Tutorial 

Software 

Sibelius, 

Finale, 

NoteWorthy 

composer 

Internet Digital 

audio/video 

 

Drill and 

Practice 

Software 

Respondents     0        10           0           0        0 

Percentage     0%                    19%    0% 0%      0% 

Variables 

 

 

History of Music Music  

Composition 

Record 

Music 

All of 

the 

Above 

None 

of the 

Above 

Respondents 0 10 0 0 42 

Percentage 0% 19% 0% 0% 81% 



 
252 

 

Research Question Three.  What are the technological devices 

available in school? 

Does the school have computers and any other technological devices?           

Yes                                    No  

 

Students’ Responses on the Departments’ Possession of any 

computer applications 

 

Table 14                                                 

The data above shows that the students indicated that only one 

school has computers and other technology (36% of the population). 

While the Colleges of education (64%) do not have computers or any 

other technological devices.  

 

Research Question 4. What level of interest in learning is 

engendered by the use of new technology?  

Table 15:Level of interest in learning that is engendered by 

Technology. 
 

 

 

 

 

School Responses 

 

Frequencies Percentages    

of population 

Delta State 

University 

Yes  30 58% 

College of 

Education,  Agbor 

 No 15 29% 

College of 

Education,  Warri 

 No 7 13% 

Variables A motivation 

to Students 

to Learn 

An Aid to 

Individual 

Development 

A Teaching 

and Learning 

Tool 

Responses             52          52            34 

Percentage           100%         100%           65% 



 
253 

 

From the data above, the respondents indicated that the new 

technology could be a motivation to learn. 100% of the respondents 

agreed that it would aid individual development, and 34 (65%) 

respondents signified it is a teaching and learning tool.  

 

If allowed to study music technology, would you like it? 

Table 16: Desire for the integration of Technology on Music 

learning.  

Responses Frequencies Percentage of Population 

          Yes           46         88 %   

          No            0           0%  

Indifferent            6        12 % 

     Total           52      100% 

 

From the above table, it is clear that almost all the (88%) students 

signify interest to be taught and learn with music technology. 12% 

show indifference, wrote because she does not know anything about 

music technology. 

 

Findings 

Despite the advancement and sophisticated world of technology 

where everything that exists about music is done by technology, the 

emphasis on the relevance of music technology in music learning 

(Garcia, 2004; Onura-Oguno, 2009; Nwamara, 2006; Onyiuke, 2009), 

the education authorities in charge of curricula has not thought 

towards moving along with the trend, of using technology to teach and 

learn essential music like other studies. The discussion will follow the 

sequence of five research questions of this study. 

i   What level of computer and music software literacy do the 

teachers and students have? 

ii   How committed are schools to taking advantage of the 

technological revolution in education? 



 
254 

iii  What are the technological devices available? 

iv  What level of interest in learning is engendered by the use of new 

technology?  

v Would the teachers and students want to enhance teaching and 

learning with music technology?              

                                                                                                                                                              

i  What level of computer and music software literacy do the 

teachers and students have? The survey data showed that the 

majority (12) of the teachers in this study are not exposed to and do 

not use music technology. Some lecturers in this study do not know 

what music technology is, nor do they know its usefulness. Only two 

out of the 14 respondents (lecturers) have basic computer and 

software knowledge, and one lecture claimed to be an expert. The 

majority of the students (42) indicated not to have knowledge of 

music software. The lecturers lack music technology knowledge 

because they are not exposed to it. Except the lecturers undertake 

some refreshers courses to acquire appropriate knowledge and skill in 

this regard. It is discovered that all the lecturers in Delta State 

undergo a yearly compulsory computer training programme conversely 

neither related nor reflected on their field areas.  

 

ii How committed are schools to taking advantage of the 

technological revolution in education?  (a)What is the music 

software used for music education? 

The music software used by the two lecturers is Sibelius, Finale, and 

NoteWorthy composer. There is more than one thousand music 

software that can be used to brace music education. According to 

Adedeji (2004), “today, there is virtually no aspect of musical 

processes that is not realizable with the computer technology and the 

internet, including global music teaching, research, marketing, audio, 

and video recording, editing, mixing, mastering, harmonization and 

orchestration” (p. 3). Colleges of education in Delta State are entirely 



 
255 

stuck to the traditional way of teaching/learning. There is no attempt 

made to adapt to the new technological way of teaching/learning.      

 

 (b) What areas of music is music software applied?  

 Music software is applied only to music composition by two lecturers. 

If lecturers and schools are committed to taking advantage of the 

technological revolution in music education, there would be a great 

and bright future for incoming music students and music graduates. 

 

iii  What are the technological devices available? 

From table 7 and 14, it is observed that the only school with 

computers and some technological devices is Delta State University. 

The two colleges of education have no computers neither do they 

have any other technological appliances.   

  

iv  What level of interest in learning is engendered by the use of 

new technology?  

From the data in tables 8 and 15 above, the respondents (students 

and lecturers) indicated that the new technology could be a 

motivation to learn. 100% of the respondents also agreed that it 

would aid individual development and 34 (65%) respondents of 

students signified it is a teaching and learning tool, but 100% of the 

lecturers agreed it is a   

 

v Would the lecturers and Students want to enhance teaching and 

learning with technology  

Table 10 shows that 14 (100%) lecturers indicated an interest in 

enhancing their teaching with music technology. All the students 

indicated they would love to use a computer to learn music. If 

lecturers could follow the relevance to Today's sophisticated world 

of technology, the future of music education in Delta State would be 

captivating.                

 



 
256 

Conclusion and Recommendations 

The impact of technology in music education globally has opened 

doors for varieties of vast music education courses. It has 

repositioned music education in schools and made music education 

attractive for more students. Incredibly, lecturers and students 

engage with one form of music technology or the other conversely are 

not employed in the classroom teaching and learning experiences. 

Boody, in Nmadu (2014), opines, "The use of technology is suggested 

as a means of connecting students to meaningful ways; as a way of 

embracing relevant, existing forms of learning related to constructive 

and a postmodern society" (p. 32). Nwamara (2006), on the other 

hand, stresses that "for Nigeria and its young democracy to attain 

their desired national standards in overall development, the use of 

computer technology in music especially in composition is very 

essential." (p.26)  

                                                 

 Therefore, it is pertinent to brace music education with music 

technology to meet the global trends, create rooms for more 

students, and add more relevant value to students, departments, 

institutions, and society at large in terms of social-economic values. 

Students should be introduced to technology in music learning from 

year one for mastery and competence. We are now in the new age of 

knowledge development. Tertiary institutions in Delta State should 

place music education into a platform where music creates revenue 

and attracts development to the institutions, and creates economic 

empowerment to the students. The department can solicit the 

support of cooperate sectors such as MTN, AITEL, GLO, SHELL, 

CHEVRON, and a host of others. It is their social cooperate 

responsibility to society, giving back to the society, and enhancing 

their operating environment. 

  

 

 



 
257 

References 

Adedeji, S. O. (2004). Computerizing and networking music education 

in Nigerian tertiary institutions. Awka Journal of Research in 
Music and the Arts (AJRMA) 2, 1-9. 

Beam, J. [Accessed September 1, 2021. From 

https://www.infobloom.com] 

Collin Dictionary [Accessed September 2, 2021. From 

https://www.collinsdictionary.com].  

CambridgeDictionary [Accessed August 31, 2021. From 

https://dictionary.cambridge.org]. Clifton, J. (2010).What 

is music technology? Available @ www.ehowaskdeb.com 

[Assessed: October 18, 2011].  

Clifton, J. (2010). What is music technology? Available @ 

www.ehowaskdeb.com [Assessed: October 18, 2011].  

Dictionary.com). [Accessed September 2, 2021. From 

https://www.dictionary.com.>broswser 

Garcia, A. T. (2003). The case for technology in music education. 

Accessed October 18, 2011.  From 

 http://www.ed.gov/technology/plan/ 

Merriam-Webster bracing in adjective; [Accessed September 2, 

2021. From  https://www.merriam-webdictionary.com]. 

 Nmadu, F. N. (2014). Enhancing basic teaching and learning through 

music technology in Delta    State. A thesis presented to the 

Department of Music Nnamdi Azikiwe University, Awka. 

Nwamara, A. O. (2006). Fulfilling social commitments through the 

employment of computer technology in Nigeria: The 

musicologist’s perspective. Nigerian Musicology  Journal 
(NMJ) 2, 124-136. 

https://www.infobloom.com/
https://dictionary.cambridge.org/
http://www.ehowaskdeb.com/
http://www.ehowaskdeb.com/
https://www.merriam-webdictionary.com/


 
258 

Obiesie, E. N. & Nwamara, A. O. (2018). Tertiary music education in a 

recessed Nigerian economy. Journal of Nigerian Music 
Education    No.10.P. 206-219 

Okechukwu, I. P. (2017). Music education in Idemili North Local 

Government Area secondary schools of Anambra State: 

Problems, prospect, and importance. Journal of Nigerian Music 
Education No. 9. 140-152   

Onuora-Oguno, N. C. (2009). Applying computers to music pedagogy in 

Nigeria. Interlink: A Journal of Research in Music. 4, 1-10. 
Onwuekwe, A. I. (2010).The computer as an indispensable aid to the 

music composer in the global world of computer technology. In 

A. B. C. Chiegboka, T. C. Utoh-Ezeajugh& G. I. Udechukwu 

(Eds.), The Humanities & Globalisation in the Third Millennium. 
442- 448. Nimo: Rex Charles & Patrick Ltd. 

Rudolph, T. E. (1996). Teaching music with technology. Chicago: GIA 

Publications. 

Your Dictionary [Accessed September 2, 2021. From 

https://www.yourdictionary.com].  

(www.enwikipedia.org/wiki/ 

 
 
 
 
 
 
 
 
 
 
 
 
 
 

../www.enwikipedia.org/wiki/

