부산대학교 도서관

The purpose of this study was to examine elementary music teachers’ recognition and implementation of blended learning. Using a multiple case study method, I observed four elementary music teachers in different schools. The four teachers had an average of 5.75 years of teaching experience, and more than three semesters of teaching experience using blended learning. I conducted 3 class observations and two in-depth interviews for each participant. All observation field notes and interview transcripts were analyzed using NVivo. From the data analysis, I found the following: the participant teachers employed the station-rotation model of blended learning; and the teachers acknowledged educational effects of blended learning. They, however, shared concerns about motivational factors about new technology and limitations of teacher training programs. These results suggest that continuous efforts are needed to enhance elementary music teachers’ professional development.