Exploring the relationship between technology application and interaction: Reflection on the observation of music class in primary school in Nanjing

Author: Shirui Liu
Nanjing University of the Arts
Gulou District,Nanjing City,Jiangsu Province,China
Postal code:210013

Corresponding Author: Qingran PAN
Email: Gorgeous0210@163.com

Abstract
This paper explores the relationship between technology use and classroom interaction through a reflective analysis of a video-recorded primary school music lesson on Fengyang Flower Drum in Nanjing, China. Drawing on lesson observation and relevant literature, it examines how audiovisual resources support musical understanding, student participation, and interaction between teachers and students and among peers. The observation suggests that technology provides a shared musical reference for listening, questioning, demonstration, and feedback. When integrated with rhythm recognition, musical question-and-answer tasks, and group activities, these resources can create opportunities for active engagement. However, participation may remain uneven when interaction centers on individual students while classmates watch passively. The analysis therefore highlights the importance of pedagogical design in translating technological resources into meaningful classroom interaction. It recommends integrating technology with collaborative activities, whole-class responses, peer feedback, and opportunities for recorded performance and reflection. As a reflection on a single lesson, the paper offers context-specific insights rather than general evidence. It concludes that the educational value of technology depends on its integration with student-centred teaching strategies that support inclusive participation and collaborative musical learning.

Keyword:
Technology integration; primary school music education; classroom interaction; student engagement; student-centred learning

Article Type: Open Access

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