Digital Integration in Music and Arts Education: Perceived Effect on Students’ Performance

Introduction

As an indispensable motor of innovation in the museum and Arts education, digital integration now plays a significant role in the sense of 'learning'. The use of different digital tools, including multimedia presentations, digital sound editing software, online platforms for art works, and interactive applications, transformed the traditional classroom into a dynamic environment that encourages students to be engaged, think critically, and create artworks. As a teacher, I believe in the transformative power of these technologies and have witnessed firsthand the impact these technologies have had on student engagement and results.

As a primary school teacher immersed in the context of teaching and learning, the researcher has seen the motivation and participation of learners when digital technologies are used in lessons. For example, in music lessons, the use of digital music tools was incorporated, leading to a significant increase in student engagement and skill development when students would compose their own music and edit them as required, rather than receiving instruction using conventional instruments. Likewise, digital arts applications were incorporated within the arts classroom and enabled students to “take it out of the box”, allowing them to express themselves in creative ways, which resulted in confidence and acceptance from peers. Throughout these experiences, it has been clear that digital integration enhances the classroom experience and fosters important 21st-century skills such as collaboration, technological proficiency, and independent learning.

In addition to the above, the Philippine Department of Education (DepEd) strongly recommended the use of digital technology in teaching through their newly revised curriculum guides and programs. The MATATAG Curriculum for Music and Arts clearly embeds aspects of “music and arts in a multimedia dimension” and supports musical works as avenues where the skills of digital technology are developed. This practice recognizes the importance of these skills for learners' success in living in a globalized, technology-laden society. The Digital Rise Program and the Computerization Program are just a couple of the initiatives aimed to provide these schools with the required infrastructure and training to empower both educators and learners with digital resources, thereby ensuring a blended and interactive learning experience.

The programs and initiatives are well entrenched within the mandate of the Department of Education (DepEd) to use modern and inclusive education methods to provide quality education. This commitment is in line with national policies such as the Enhanced Basic Education Act of 2013 (RA 10533) which states that 21st Century Skills and digital literacy should be integrated into all subjects taught in basic education. Furthermore, DepEd policies enable equitable access to learning resources, such as subsidized data plans and free access to DepEd's learning management systems. These amendments significantly advance blended and remote learning delivery and provide access to learning in a variety of settings for all students.

Additionally, relevant laws like RA 11904 promote digital content and resources use in the creative sector. This approach can be carried out effectively in the educational context, including in art and music education.

This study is needed as a result of the combination of the emerging trends in education and identified research gaps that are specific to the Philippine context of MAPEH (Music, Arts, Physical Education, and Health) education. Although digital resources have proven beneficial, the effect that these technologies have on student achievement is yet to be empirically tested, especially within the field of Music and Arts. By understanding students' perceptions and performance outcomes, educators and policymakers can align and further tailor digital integration strategies, improve teaching methods, and ultimately enhance students' artistic and academic potential to the greatest extent.

Therefore, this thesis is designed to look into how the students perceived the impacts of digital integration on their performance in Music and Arts education. The study seeks to draw critical synthesis on the experiences of educators and highlights the changing nature of education in the Philippines under the thrust of the Department of Education (DepEd) policies as it responds to the process of arts education modernization and modernization. To make it relevant, inclusive and effective in developing a new generation of creative, capable Filipino learners.

Research Methodology

Research Design

The study was based on a mixed-methods approach, combining qualitative and quantitative methodologies, to achieve a holistic view of the use of digital in music and arts education. A questionnaire survey was used as the quantitative approach, and interview as the qualitative approach in evaluating the students' and teachers' perceptions. The use of these methodologies in data collection and analysis helped to ensure triangulation of data.

Research Respondents

The present study was carried out in 2 Secondary Schools namely, Cararayan National High School and Carolina National High School, which are located in the school division of Naga City. The reason for these institutions being chosen as the research sites was because these institutions are integrating the use of digital technology in the teaching of the Music and Arts component of MAPEH. A total of 166 participants were involved in this study: 150 pupils from different Music and Arts grade seven classes and 16 teachers specializing in Music and Arts. Pursuant to this, purposive and convenience sampling were used so that the participants have experiences with the digital technology used in the context of Music and Arts education.

Data Gathering Tools

For this study a formal request was made to the school administration to obtain permission and approval. Next, questionnaire methodology was used to collect quantitative information, by distributing questionnaires to selected participants after the interview. The semi-structured interview technique was also used with teachers and students and qualitative information was gathered. The data obtained was in the form of filled-up questionnaires and notes from transcribed interviews which were subsequently systemized for future analysis.

This methodological approach enabled the research questions set to be studied comprehensively, which allowed a better understanding of the subject matter.

Two main instruments were used in this study:

1. Survey Questionnaire (Quantitative)

A structured questionnaire was used to collect information about the perceptions of digital technology integration of the sample. The instrument used a Likert scale format in which participants could show their level of agreement or disagreement with a series of statements from "strongly agree" to "strongly disagree. In this methodological approach, it is possible to get a nuanced understanding of attitude towards digital technology which allows for a comprehensive analysis of the data gathered.

Teacher and Students Questionnaire Description

Part I. Level of Digital Integration in Teaching and Learning in Music and Arts. This part evaluated the teachers' competency, digital tools utilization and support for digital integration, and the students' accessibility to digital devices and internet connection, along with the level or frequency and how of digital tools' utilization in music and arts classes.

Part II. Perceived Effect of Digital Integration on Students’ Performance. In this part, teachers' perceptions were examined about the effect of digital tools on student performance.

1. Interview Guide (Qualitative)

A semi-structured interview guide was created to obtain detailed information from both teachers and students. The focus of the interview questions was on:

Challenges in using digital technology

Opportunities and benefits of digital tools

Experiences in Music and Arts activities

Preparation of the Questionnaire

The researcher created a survey to engage interested respondents to provide data for a study which was designed to fit the purpose of the study and was based on previous research on digital integration in music and arts education, as well as student performance. The survey asked questions on digital inclusion in teaching and learning in music and arts, and the roles digital has in regards to student creativity, engagement, and success.

The researcher used likert scale to measure respondents' level of agreement with each statement to evaluate respondents' views on it. This purpose was to gain insight into: The extent to which digital technology is used in music and arts education; and How use of digital technology affects students' performance in music and arts. In order to guarantee quality and reliability for the questionnaire, the project team consulted experts and teachers prior to distributing it. All these experts gave suggestions on the clarification of the questions and making it pertinent. The team piloted the questionnaire with a small group of students following the recommended modifications and prior to using the questionnaire with their students to look for any unclear language. After all these corrections and refining the questionnaire was found appropriate to get valuable information, it was given to the selected teachers and students.

Administration and Retrieval of the Questionnaire

The school administration agreed to the approval of distribution of the questionnaire. The researcher received consent from the school staff and the staff member who assisted him. The questionnaires were then given to the chosen teachers and students. The process allowed them to grasp the need for the research and the appropriate way to answer each question. The teachers and students had enough time to fill in the questionnaire sincerely and comprehensively. The researcher promised them confidentiality of the data they would respond to and that only scholarly research would use this data.

Once the questionnaires were completed, all completed questionnaires were collected by the researcher to not lose. All questionnaires collected were thoroughly reviewed for accuracy, making sure that all questions were answered correctly. All responses were organized, counted and prepared for analysis, which will aid in the interpretation of the study results. This was done to ascertain the accuracy of the information obtained by the questionnaire.

Formal Interview

Thematic Analysis was used in the qualitative data collected from, interviews. These responses were given special care and attention, coded, and then categorized by themes and subthemes based on the similarity of ideas and/or patterns. The interpretations of the findings in relation to opportunities, challenges, and experiences with digital integration in Music and Arts education were reinforced by supporting statements provided by the participants.

Library Technique

On Saturday, the researcher visits the USANT Graduate School Library to collect literature and studies related to the Digital integration in Music and Arts Education: Perceived Effect on students’ performance every Saturday. Researcher sensed the difficulty in accessing adequate data for the purpose of the topic as there were fewer study conducted by the local researcher about the topic. This lack of literature on the subject has been a problem since there has been little scholarly attention paid to it, and he could not conveniently put together a large number of relevant writings and information. Consequently, the researcher did not have access to an extensive repository of local research to draw upon in his investigations and so this may influence the nature and extent of his research.

Statistical Treatment of Data

The data collected from this study were analyzed and interpreted according to the appropriate statistical tools to find out the level of digital integration in teaching and learning Music and Arts for enabling students to learn, as well as their perception for the use of digital for improving students' performance.

Purposive Sampling. Purposive sampling, or judgmental sampling, is a non-probability sampling technique in qualitative research that’s commonly used. In purposive sampling, the researchers deliberately choose to sample specific persons who possess certain qualities or experiences of the research query. The aim is to obtain and recruit those who will be able to give the researchers rich, diverse data to improve result data.

Sources of Data

This mixed Method study is based on data from the Grade 7 students and the MAPEH teachers in the selected schools in your school division. A structured questionnaire was used to collect quantitative data from two respondents similar to the information they were asked to provide to figure out the rate of the respondents' exposure towards digital tools, frequency of using the same and impact on the performance, motivation and creativity of the respondents as a result of the project through Music and Arts.

Semi‑structured interviews were used to collect qualitative data to analyse how they incorporate digital resources (e.g., multimedia, music software, internet platforms and learning management systems) in their Music and Arts lessons and how they believe digital resources affect the learning outcomes and performance of their students.

The round-up of your findings was also supported by secondary data gathered from literature related to the digital integration in MAPEH, music, and arts education, as well as school records on students’ MAPEH performance and technology use profile to facilitate a better contextualization and understanding of the results thus obtained.

Statistical Tools

Ranking. The implications of the model he was employed to assess led him to believe that order of indicators could be determined based on their calculated weighted means. While the magnitudes were in rank, the highest weighted mean got Rank 1 and the following highest got the next rank and so on.

Weighted Mean. The Weighted Mean (WM) was used to determine the level of digital integration in teaching and learning Music and Arts as perceived by teachers and students. It was also utilized to assess the level of student performance in terms of creativity, engagement, and achievement.

The formula for the mean is:

Five-Point Rating Scale. In interpreting the data on the needs of these factors contributing to the perceived effect on students’ performance in digital integration in Music and Arts Education by the teacher and students of Cararayan National High School and Carolina National High School in the Division of Naga City. The Likert-type scale is a unidimensional scale that researchers use to collect respondents’ attitudes and opinions. It was used in quantifying and interpreting the weighted mean for each indicator, consisting of the following interpretations:

Using the Rubric presented, the responses of the teacher and student of Cararayan National High School and Carolina National High School in the Division of Naga City. Were rated according to challenges and opportunities in using digital integration in teaching and learning music and arts

Mann–Whitney U Test. This non-parametric statistical tool was utilized to compare the responses of the two independent groups of respondents. The test was appropriate because it determines whether there is a significant difference between two groups when the data are ranked or ordinal in nature.

Where:

$U_1$ = Mann–Whitney U value for Group 1

$U_2$ = Mann–Whitney U value for Group 2

$n_1$ = number of respondents in Group 1

$n_2$ = number of respondents in Group 2

$R_1$ = sum of ranks for Group 1

$R_2$ = sum of ranks for Group 2

Result

This chapter will discuss the analysis and interpretation of the data collected from the students and teachers' respondents of Cararayan National High School and Carolina National High in the Division of Naga City, School SY 2025-2026 on the level of digital integration in music and arts education and its effect on the students' performance. The data were present on tables, a thematic survey response, analyzed, and interpreted.

Level of Digital Integration in Teaching and Learning (Music)

We are living in a time when technology significantly impacts how students learn and express themselves. It is transforming music education, making classrooms more engaging and interactive. Students can use music apps and watch videos to enhance their learning. They can also collaborate on projects. Technology plays a crucial role in helping students improve their musical skills, understand music better, and express their feelings creatively through it.

The Table shows how music teachers and students view the use of digital tools in music classes. It looks at eight key areas of digital tool use in music education. It includes students' understanding of musical concepts, their interest in learning, creativity, teamwork, engagement, and how well teachers use class time.

Legend:

4.20 – 5.00Very High

3.40 – 4.19High

2.60 – 3.39Moderate

1.80 – 2.59Low

1.00 – 1.79Very Low

Table 1 examines the use of digital technology in music education, focusing on the perspectives of both teachers and students. The overall average score is (Total AWM = 3.95), indicating that digital technology is effectively utilized in music classes. The scores teachers gave themselves on using technology in class were not too bad (WM = 4.14), and those of the students were not too far off (WM = 3.76). Both groups have an understanding that digital technology can make learning about music easier and are looking to use a range of tools to support their learning.

The most significant finding when comparing the various levels of digital integration, students had a high average score for (WM = 4.08) when it came to understanding music concepts, including rhythm and melody. The second most popular opinion, closely followed by the former, was that music learning is more enjoyable through digital technology (WM = 4.06). Further, digital music software was credited as a way for students to be creative and collaborative (WM = 3.97). The lowest of the scores, but still acceptable (WM = 3.82), was the effect of digital tools on the effectiveness of teaching and on pupils' learning to play musical instruments.

The findings suggest that teachers and students see the importance of the use of digital media in music learning. They understand the potential of digital technologies to support understanding and engagement, and they are encouraged to be creative. There are still some challenges, however, including the use of old technology and inadequate tools, which could affect the way digital tools are used effectively, particularly in instrumental instruction.

The study, overall, has validated that digital technology has strong impacts on teaching and learning in music ed. It illustrates the gap between teachers' and students’ views and indicates some improvements that need to be made in adopting technology, the internet, and teachers' training. With the focus on these areas, the potential for the use of digital tools to increase student learning results will further increase. Education in music is liable to gain significant benefits from Digital integration and this has to be a priority.

Level of Digital Integration in Teaching and Learning (Arts)

What happens when creativity meets technology in the classroom? With this in mind, today's world of arts education is not one of simply using paints and pencils; it's a world of technology. This transformation enables students to innovate in interesting and novel ways. They can work together on projects, create works of art in a variety of styles, and communicate their ideas to others with the help of technology, including the Internet, tablets, and computers. This has changed the classroom so much. Arts education is evolving due to this integration of technology.

Table 2 illustrates the opinions of teachers and students related to the use of digital tools in Arts education. Presents a summary of eight important factors for evaluating the influence of technology on learning. We aim to determine if these tools are fun, collaborative, and improve bothful skills in Arts. We investigate each area to quantify how much some aspect of digital is integrated into arts lessons.

The study explores how digital technology is used for learning in the arts. It shows the positive attitudes of teachers and students towards digital technology. Overall, technology integration was rated on average as (Total AWM = 3.93), and therefore perceived as positive. The teachers (WM = 4.11) gave a slightly higher rating than the students did (WM = 3.75). This indicates that teachers feel that using digital technology has made a significant improvement in their ability to teach the arts. Teachers and students received that by using technology, students can develop new and innovative ways to do art that contributes to increased creativity. In general, arts education would be better from using the digital technology, which allows the students to experiment and create.

There were some limitations in this study. However, while there are a lot of positives, it can sometimes be challenging to use digital tools. Another tool, created to help students gain better understandings of art, was rated less positively (WM = 3.81), suggesting some problems. Malfunctions of the tools, access to devices and teachers unfamiliar with technology were among these problems. This can limit the effectiveness of ICTs in achieving these tasks.

Yet, in the face of these challenges, digital technology is valuable in increasing the engagement and fun for students in arts education. It enriches their artistic experiences and inspires them to work collaboratively. To maximize the benefits of technology in arts education, it’s essential to strengthen our digital infrastructure. Another need is to streamline the way technology is made use of and then have teachers trained to effectively support students in their learning with technology. This will allow us to provide all students with opportunities to have technology in their classroom, enhancing the educational experience in the arts and making it fun to learn. Overall, the study highlights the importance of digital technology in the teaching and learning of art and its potential to enhance students' creativity and artistic skills.

Table 3 shows the degree of teacher and student integration of the integration of Music and Arts education. The (Total AWM = 3.94,) is high suggesting good uses of technology in Music and Arts education. In these subjects, technology is playing a key role in learning, researching and engagement, with the digital tool transforming the learning experience.

The average score on Music (WM = 3.95, Rank 1) is excellent ranking first for the subject area. There is a strong level of acceptance of digital technologies among students and teachers in Music (WM = 3.76 and WM = 4.14 respectively). Both teachers and students express a positive attitude towards the use of technology in Music education. Likewise, Arts education was also commended (WM = 3.93, Rank 2), securing the second-best score. Both teachers and students rated Digital Tools for Arts at (WM = 4.11) and (WM = 3.75) respectively. It indicates the value held by teacher educators as well as learners in the use of the digital tool in Arts education.

It is clear from the data that technology is used to a greater extent in Music instruction than in Arts. It appears that in Music classrooms, digital resources are out there. Music and Arts develop student involvement, creativity, and collaboration, which are vital aspects for learning. Both subjects make use of digital technology, but it seems that it is used more effectively in Music.

To the surprise of teachers, the general trend in both subjects seems to be that the teachers, overall, feel there is more digital use in the classroom, as compared to their students. This gap could be due to teachers' awareness of the benefits of digital technology—a group who plan lessons and manages classrooms. Students' ratings are lower; however, show difficulties in using the technology, inequities in access to digital resources, or less skill with using digital tools. Generally, teachers and students have different perspectives, as the teachers are more likely to have an impression of how digital tools can truly positively impact learning, considering they tend to be involved with organizing and facilitating learning in relation to digital tools, whereas students might experience barriers that would impact their learning experience with digital tools.

The results as a whole highlight the importance of digital integration in the fields of Music and Arts education. With digital technology, learning experiences are enhanced and can be personalized. There is a gap between teachers and students, which is related to how well digital technology is working in practice. This emphasizes the need for ongoing work to improve the accessibility and usability of digital tools to enable more students to have opportunities to use them effectively. These inequalities can be further addressed to enhance the integration of technology into Music and Arts education.

Table 4 shows the test of differences between the respective perspectives of teachers and students regarding the integration of digital resources in the teaching and learning of Music. The computed U-value was 0, which is less than the tabular U-value = 13 at a 0.05 level of significance and degree of freedom (N₁ = 8 and N₂ = 8). Based on the above results, the null hypothesis (H₀) was rejected, and the conclusion: Significant was reached.

The result of the U-value was lower than the tabular value, which is a statistically significant difference perceived by teachers and students on digital application in Music education. The answers of the two groups were not the same, and they differed widely with respect to their perception of the integration of digital tools/technologies into learning and teaching in Music.

The results also indicate that teacher-student engagement with digital technology for learning might not be the same as far as experiences, expectations, and exposure are concerned. School teachers, who have to prepare and deliver the lesson plan, may feel better about digital integration, while students – who spend a great portion of their learning time on devices or on the internet – may face problems that prevent them from fully enjoying digital learning; problems like not having enough devices, having Internet problems or not being able to handle the digital application.

However, the result of rejecting the null hypothesis means that the difference between the perceptions of teachers and students in the digital integration process in Music instruction is statistically significant. It suggests that, while both groups realize the importance and benefits of digital technology to Music education, they have differing perspectives on its implementation and impact in the classroom context.

A significant result can be that teachers see digital integration as more effective as they know its purpose for learning and its results. Students could be more interested in how they are learning rather than what they are learning, for example, on issues of technology incidence, or access and/or difficulties that may hinder their participation and motivation.

The findings are similar to the research concerning Digital Integration for Music and Arts Education and its effect on students' performance, which was titled "Digital Integration in Music and Arts Education: Perceived Effect on Students' Performance”. Such discrepancy between the teachers' and the students' perceptions emphasizes here the need to consider both in the study of the effectiveness of digital integration in Music education. The findings highlight the positive aspects of digital technology for teaching and learning, but variations in experience and access may affect each group's perception of the digital technology's effectiveness.

From the results, it is concluded that music teachers and students have significant differences in their perception of digital integration in Music education. The findings indicate a need for increased capacity in the district or school to support digital learning, access to technology resources, and access to more student-centered digital learning experiences. Additionally, some of the findings from Music educators about how to support faced challenges in using digital tools could help to narrow the perception gap and create a more effective and inclusive digital learning environment in Music education.

The test for significant difference among the level of integration of digital component in teaching and learning Arts as experienced by teachers and students appeared in Table 5. The statistical results showed computed value of U = 3, which is lower than tabular value 13 for U value at 0.05 level of significance with degrees of freedom N₁ = 8 and N₂ = 8. It revealed that there was no acceptance second, the null hypothesis (H₀) was rejected and concluded it as Significant.

The U value result is lower than the tabular value of a U value meaning that there is indeed a statistically significant difference between the perceptions of both teachers and students in relation to Digital integration in Arts education. This indicates that there is an unequal perspective on the use of digital tools and technologies in Arts learning and teaching between the two groups.

The results indicate that digital integration can be perceived in a different way by the teacher and the student in the classroom context. Teachers may view integration more positively, as they are directly involved in the planning for lessons and selecting digital tools and providers and the implementation of instructional strategies. Students on the other hand, can be facing challenges in acquiring devices, the connection between devices and the internet is sometimes not stable, they are not technically savvy or don't know how to use digital applications, which can affect how they see digital integration in their Arts education.

Failure to reject the null hypothesis indicates that teachers and students do not significantly differ in their perception of the level that there is digital integration in Arts instruction. Both groups agree that the role of electronics technology in Arts education is important, and is valuable; however, they do not have the same perception of the effectiveness and implementation of the technology.

The great result indicates that educators could consider emphasizing micro-teaching of the instructional significance of digital tools beyond the areas of providing creative for personal expression, collaboration and engagement. In the meantime, students could focus more on how they learn and what obstacles they may face in their learning experiences with digital technologies in the classroom activities and projects.

Based on the findings it could be inferred that there is a high level of difference between teachers and students in terms of their perceptions around the extent to which digital is used in Arts education. This indicates that, troubles need to be addressed for the provision of easily-accessed digital resources, enhanced technical support, and to develop digital activities for the learners' benefit with learning needs and challenges in mind. Additionally, by improving students' access to technology and enhancing digital skills, teachers' perceptions and students' perceptions could be narrowed and this would enhance the effectiveness and inclusivity of the digital learning environment in Arts education.

Significant difference between the level of digital integration in teaching and learning Music and Arts as perceived by the two groups of respondents

The results showed that there is a positive attitude for integrating digital technology in Music and Arts Education among teachers and students. However, teachers gave somewhat higher ratings than students in both subjects. The disparity may indicate that teachers' experiences of digital integration seem to be different to that of the students as a more effective and beneficial experience.

High teacher rating scores suggest that teachers see the significant learning benefits that digital tools can provide to support teaching and learning, to engage with students and teach them, and create learning opportunities. Contrastingly, there was also a positive attitude attitude toward digital integration but the slightly lesser rating may be due to what they are already facing in their classroom. These challenges may range from having fewer devices to students having limited connection to the internet, to issues with digital applications and issues students had during digital activities.

The findings of this study indicate that Digital integration is essential to improving learning experiences in Music and Arts. Overall, the perceptions expressed by both groups were positive, supporting the objective of the study to investigate the perceived contribution of digital integration to student performance, specifically in terms of creativity, engagement, collaboration and achievement in classroom learning activities.

Teachers' and students' perspectives about the integration of the use of digital technology in Music and Arts education are similar, with both groups admitting digital technology positively impacts both teaching and learning processes. Teachers and students recognize that digital tools support creativity, engagement and student success in M Music and Arts classrooms. The inconsonance of perceptions, however, suggests that digital infrastructure needs to be strengthened, resources made more available, and effective training opportunities offered for teachers. Better Internet and other digital device connectivity, and a more comprehensive PD offerings are essential first steps in tackling existing barriers. These are crucial actions to be taken for the effectiveness and inclusivity of digital learning for all learners in the Philippines.

Level of Student Performance - Creativity

“Can digital technology unlock a student’s potential in ways traditional methods cannot?" With the development of technology, digital education tools have become highly useful when it comes to creating, innovating, and showing creativity and expression in Music and Arts learning. Technology helps students to "play with ideas. Can use creative software and create cool art using interactive platforms. This enables students to create original and meaningful work in Music and the arts. Digital technology provides opportunities for students to experiment. They can create music, art, and videos really their own. Technology affords students opportunities to communicate in new and creative ways. It is transforming the educational process for Music and Arts. Digital technology is used to demonstrate students' creativity.

Table 6 assesses the creative performance of students in Music and Arts curricula by involving them in using digital tools. It evaluates five measures: Ideation, Originality, Divergent thinking, technical versatility, and innovative concept introduction through media. The analysis shows that digital tools play a significant role in boosting students' creativity, especially in their elaboration, as is evident from the use of indicators. Results indicate that the integration of digital technologies contributes to the development of higher-order thinking skills and is positively related to the expression of creative skills. Ultimately, it underscores the importance of digital tools in modernizing arts education and maximizing student creativity.

The research presented in Table 6 indicates that digital technology significantly enhances students' creativity in Music and Arts. On average, the score is (Total AWM = 4.15), which is considered high. One area that received a particularly high score of (WM = 4.50) is the ability of students to take an idea and expand it in their projects. Additionally, digital technology aids students in creating original works, reflecting a score of (WM = 4.31). These findings demonstrate that digital tools are highly effective in improving students' artistic endeavors.

The generation of ideas and the ability to utilize various artistic styles also received strong scores, averaging (WM = 4.00), which is very good. These aspects are considered at a high level of creativity on average, as represented by the increasingly creative rank of (WM = 3.5). Other areas were not as strong, with one area that scored lower being introducing concepts or techniques with digital tools (WM = 3.94), though no lower than it was anyway! This indicates learners' creativity has developed well, but some aspects need improvement. In particular, the process of idea generation and implementing varying styles of art is excellent, and the instruction of the concepts or techniques using digital tools requires some improvement.

Analysis results show that digital technology can stimulate originality and flexibility among students. It enhances their creative work by enabling them to think innovatively and explore diverse forms of art. The lack of conventional restrictions enables learners to experiment freely without risk of limitation. Finally, digital technology is a key element that enables students to enhance their art production and create artwork that is more interesting and engaging.

The study makes a strong point about how the use of digital tools is fundamental to promoting creativity in Music and Arts education. The positive outcomes indicate that students require access to effective digital resources and support throughout the course to build on their developed ideas and to learn advanced techniques. These are all necessary components of Music and Arts education and must be combined where appropriate, but must be taught to ensure that children can use them properly. By this method, it will enable a more creative climate, and therefore, there will be an improvement in the quality of Music and Arts education.

Level of Student Performance - Engagement

What if technology could make students more active and declutter their space of lecturing, while turning them into collaborators instead? Student engagement is a cornerstone of effective teaching in today's learning environment and a key to measuring the effectiveness of that teaching as well as student learning.

Digital applications support Music and Arts education in many ways, which makes it more fun and interactive in the learning process. These tools are used to get students involved, interacting, allowing them to express themselves and learn on their own, resulting in an exciting classroom. The use of technology is making a significant difference in the way music and arts students learn, making it a more interactive and enriching learning experience.

In the Music and Arts curriculum area, student engagement in using digital tools is seen in the work shown in Table 7. This is an evaluation of five engagement markers: Sustained focus, Active participation, Collaborative proficiency, Intrinsic motivation, Learner autonomy. Technology can improve the student experience and can be quantified with rankings and qualitatively observed, using a mixed methods approach.

Table 7 shows how digital technology helps students get more engaged in Music and Arts classes. The average score is (Total AWM = 4.38), which's Very High. This means that using tools really helps students pay attention and get involved in learning. The best part is that students can focus for longer when they use digital media like videos and apps in class. This got a score of (WM = 4.44). Other good things that happened because of technology include students participating more and working better in teams. These things got a score of 4.38. Even the students who were not as excited about practicing their skills still had a score of (WM = 4.31). This is still considered High. Digital technology is really making an impact on Music and Arts education and, on student engagement.

The findings show that digital integration is really important for getting students engaged in class. Digital integration helps to make the classroom an interesting place to learn. The best thing about integration is that it uses interactive media to get students attention. This means that students are more likely to participate in class and be more involved in what they're learning. Digital technologies are also very good at helping students work together and making sure they are actively involved in lessons. The digital integration helps students to take charge of their learning. Digital integration is very useful, for making lessons more fun and interactive.

Additionally, the data shows that technology helps students work together and learn from each other. This is because digital platforms make it easier for students to talk to each share ideas. Technology also lets students take control of their own learning. When students use technology, they can explore topics on their own. Work with their peers. This demonstrates the importance of a student-centred approach, in learning technology and group working.

In general, the results of the research correspond with the research “Digital Integration in Music and Arts Education: Perceived Effect on Students' Performance” that showed that digital remains a crucial instrument to improve student engagement. Digital technologies first ensures that learners are not being taught in isolation and next enables students to have a much more active role in both academic and creative activities associated with the course, making the learning more enriching and motivating for students. However, by incorporating digital technology within the instructional processes this increases student engagement, as well as motivates and empowers students to be more engaged with their learning.

Level of Student Performance – Achievement

“Does technology simply support learning. But does it have a positive effect on student achievement? Technology continues to evolve and classrooms are increasingly incorporating technology into place to support education and music and arts. It's not for fun and to keep students engaged. It's also to have them performed on their learning and tech skills. Students make better understanding using technology such as apps, videos and interactive tools. They are also given the opportunity to learn to use technology. Make improved artworks. These projects demonstrate their proficiency in music, arts and their understanding of using technology.

Table 8 is used for judging the academic and technical achievements of the students in the Music and Arts disciplines, as a direct result of digital pedagogical integration. The effectiveness of these tools is evaluated by five key training results: conceptual understanding, technical abilities in artistic production, quality of student productions, digital problem-solving skills. A complete assessment system, with quantitative rankings and qualitative performance indicators, allows educators to gauge how digital tools boost student mastery. These can provide a structured analysis on the role that technology plays in the formation of traditional artistic skills and contemporary digital literacy.

Table 8 illustrates how students perform in Music and Arts when digital technology is utilized. The results show students have a high score (Total AWM = 4.29), and the use of technology positively impacts their performance in these subjects, on average. In fact, students' learning in the field of music and art is improved using digital tools, achieving the highest score of 4.38. Moreover, students achieved better scores when they used tutorials and software in learning; the scores of the students using tutorials and software are (WM = 4.31). These results show that the use of the digital instrument is an effective way of enhancing students' learning in Music and Arts.

In addition, the significance of concepts, making products, and solving technical issues gave scores of (WM = 4.25), indicating high values. This means that implementing the use of digital tools in the learning process cannot only help improve the performance of students as learners, but it can also help contribute to their technological skills as learners and the development of their student creativity. All positive scores in these aspects indicate that digital tools can support students' learning in different ways, supporting them to understand concepts, know how to use digital tools effectively, and enhance their overall outcomes.

The results indicate that students have multiple learning opportunities when integrated with digital. They can interact with tutorials and software for an enjoyable learning experience at an accessible level. This also helps students to access the multimedia learning materials and interactive platforms, which help them to learn and be more confident during class time. Digital integration has a positive effect on students' competencies in art and music, allowing students to create a high-quality product to projects and presentations by utilizing digital tools. Furthermore, the tools foster students' capacity for independent learning and problem-solving skills, which is also a valuable attribute.

The following study by the authors titled, Digital Integration in Music and Arts Education: Perceived Effect on Students' Performance is interesting. It shows that the application of digital tools in the classroom has a significant impact on students' Music and Arts performance outcomes. Digital integration can be seen as being helpful for teachers and students, by allowing for a more interesting and creative learning environment. This allows students to learn in a creative and effective manner thereby enhancing creativity and skills in Music and Arts as well as providing the necessary skills to ensure that students acquire technological skills necessary for today's world.

Overall, the level of students' performance in Music and Arts is summarized in Score Table 9 on creativity, engagement, and achievement. The findings showed that students' performance in the learning activities of Music and Arts with the use of digital technology shows an overall average very high weighted mean of (Total AWM = 4.27), which can be interpreted verbally as Very High.

The highest weighted mean score was found for Engagement (WM = 4.38) (Very High) which was ranked as the first indicator. This indicates that learners who were introduced to digital tools and multimedia resources in their learning activities made leaners more active, focused, participative and interested in Music and Arts activities. Meanwhile Achievement had a weighted mean of (WM = 4.29) which was also scored and equated as “Very High.” This meant that students' understanding of concepts, development of artistic and musical skills and enhancement of performance in the classroom activities, projects and assessment were a significant factor in their knowledge of digital technology.

Creativity, however, had a weighted mean score of 4.15 (High) and came third. While the lowest indicator of the three, the result shows that pupils were able to communicate creatively and use digital tools and applications to develop innovative outputs or explore art techniques.

The overall results indicate that the integration of digital supports has a positive impact on the engagement, achievement and creativity of learners in the field of Arts and Music. Digital technology makes for learner-centered, engaging and motivating learning experiences, which enhance students' wider learning and artistic production.

Challenges and opportunities in using digital integration in Music and Arts

The results of interviews with the 10 student participants and 10 teachers are explained in qualitative terms in this section. Using thematic analysis, the data were systematically categorized into overarching themes, sub-themes, and coding from respondents. The findings are organized into two major categories:

The theme "Complexity of Digital Tools and Applications" emphasizes that teachers as well as students encounter difficulties in the use of technology in Music/Arts education. They explained that they had challenges accessing the resources, using the multimedia applications and understanding the instructions by reading them online. A few students had access problems with tools, technical features, and paid applications. Teachers reported inadequate availability of readily accessible materials, and needing more support in activities.

Multimedia and digital applications might enable learning to be more interactive and engaging, but they might also be too complicated, resulting in confusion, delays and challenges to completing tasks. Music teachers and Music Students, as a whole, face difficulties using these tools and applications in Music and Arts education. Digital tools and applications are complicated.

Based on the above, it can be summarized that the incorporation of digital technology in Music and Arts subjects is an exciting and innovative approach to learning and learning and poses a number of challenges for both teacher and student. Elucidating the matter with proper guidance, equipping resources, giving instructions and keeping or carrying on digital literacy are crucial strategies to face these challenges.

The theme "Technical Issues and Connectivity Problems" highlighted the challenges faced by both teachers and learners due to unreliable internet connectivity, preparation-related issues, and delays during ongoing lessons. Participants noted that inconsistent connectivity, slow applications, and technical problems with devices hinder the smooth progression of lessons and complicate the completion of assignments.

The findings reveal that both teachers and learners spend considerable time preparing digital content and setting up devices. Some learners faced challenges using the application, resulting in delays in completing their tasks. Furthermore, internet connectivity issues and other technical problems that arose during class discussions contributed to unfinished activities.

In conclusion, the results clearly indicate that technical challenges and connectivity issues remain significant obstacles to effectively using digital technology in Music and Arts education.

Limited availability of devices and poor device performance when teaching music and arts-the pointers mentioned in "Insufficient Digital Infrastructure" discuss the problems that not only teachers but also students may encounter. Teachers have difficulties in the lack of technological resources (projectors, smart TV, wi-fi routers).

Furthermore, the lack of personal devices among students (students need borrow and share devices from their families) poses challenges for students to participate in digital activities. This dependence limits their time for completing assignments and tasks. Furthermore, outdated devices that do not function properly may cause applications to freeze or crash during use.

In summary, the findings indicate that inadequate digital infrastructure and the poor performance of devices hinder the effective integration of technology into Music and Arts classes.

The topic of "Insufficient Training Opportunities" points to the challenges faced by teachers and learners in relation to training, technical support, and developing the digital skills needed for the use of technology in Music and Art education. Interviewed teachers indicated the importance of continuous technical assistance and further focused training sessions to enhance digitalization and the creative use of digital tools and applications.

The results showed that some teachers and students do not have the experience and competencies needed to effectively use digital applications, and this makes it difficult for them to do technology-based activities. There is an absence of sufficient training opportunities, so participants used self-learning techniques like tutorials, practice, online learning, and exploration to enhance their digital skills.

However, it was discovered that digital technologies can help the participants develop the skills through tutorials, practice applications, and an interactive guide. Besides that, digital platforms can also allow students to share their work, give feedback, and rate themselves as a better artist to a more proficient user of technology.

To summarize, ongoing training, technical support, and an opportunity to access learning materials are crucial to improving people's digital skills.

This theme focuses on benefits of having digital technology in Music and Arts Education to improve teaching and learning. The results show that digital technology can support teachers' and students' teaching in more effective and interactive ways.

In relation to the sub-theme “Multimedia-Based Instruction”, it was observed that audiovisual materials and multimedia presentations turn a lesson interesting, understandable and fun. The teachers showed that the concepts of music and arts is well conveyed through the use of the multimedia and the students showed that the use of the audiovisual aids makes their learning more interesting.

In Interactive Demonstration Techniques, teachers reported that videos, computer software and interactive meant that lessons were made easier and could increase student participation. Students commented that progression of instruction and demonstration made it easier to understand instructions and activities.

The sub-theme “Differentiated Digital Learning Activities” emphasizes how digital tools enable individual learning at differentiated paces and in student-centered ways. The participants expressed the advantages that by using technology we would be able to learn at our own speed and be able to bevel our creativity. They appreciated being able to repeat and learn using digital resources.

They also highlighted the observed features which were identified in the category of Efficient Classroom Management: digital tools to organize activities in the classroom; supporting communications; observation of students' learning progress; and the systemization of teaching and learning. They reported that online instructions, communications and submission creates well organised and convenient classroom activities.

Generally, the result of this study indicates that technology integration enlivens teaching strategies and instruction in Music and Arts classes by using Interactive lesson, Differentiated teaching, Media in teaching and Effective classroom management.

The theme “Students and Teachers' Engagement and Interest in Digital Activities” aims to reflect the important role digital technology plays in the engagement and motivation of both teachers and students in Music and Arts education. Effective internet connectivity is essential for the success of digital activity, as poor connectivity can impact learning, slower progress and even have an impact on the quality of pupil performance.

In addition, technical problems and low connection quality has been found to be a concern for the students to get engaged in learning and interested in learning activities during the classroom. The teachers have noticed that the lack of media implementation in teaching and the less optimal digital implementation in the teaching process can reduce student involvement and creativity in the learning process, and students can become less motivated and less confidence due to technical difficulties.

Participants also stated an excessive number of digital activities and requirements can cause stress and pressure to teachers and students.

Teachers have to do a lot of preparation to teach the lesson, but at the same time they have to deal with administrative work, which is very complex; students have to meet complicated requirements, on the other hand, there is not enough time for students to do assignments. While teachers have to prepare a lot for the lesson, they have to conduct a complicated administrative work as well; students have to meet a complicated requirement while students do not have enough time to do assignment. The expectations for digital outcomes add to learner's performance pressure.

Despite these problems, researchers came to the conclusion that digital activities positively contribute to students' participation and engagement in class. Presents are engaging and stimulating, using the multimedia, games and creative activities. The overall findings suggest that the use of digital technology could support Music and Arts education in nurturing students' engagement and creativity, with appropriate resources and practical internet connection.

The theme “Use of Digital Tools for Creative Expression” shows that digital technology can provide opportunities that support music and arts learning, collaboration, and skill development, and encourage creativity. Both teachers and students feel that digital tools allow the student to communicate creatively via music applications, multimedia and art. Moreover, these tools enable students to be creative and confident in sharing their visions/creative concepts.

The results also suggest that using the digital tools has a positive effect on students' grasp of the concepts of the lessons with the help of visuals, videos, music and interactive demonstrations. Participants mentioned that access to online information gives students exposure to different concepts, cultures and inspirations and broadens their knowledge and imagination.

Furthermore, digital tools inspire students to work collaboratively and provide opportunities to share ideas and creativity through group activities, electronic communication and exchanging creations online. Teachers observed that technology fosters collaboration, participation, and students get new ideas and new skills from their peers.

Additionally, by engaging in practice, interactive activities, and tutorial sessions, students' artistic and technical skills have been linked to the use of digital tools. The growing mixture of digital technology enables pupils to present and arrange their creative works in an appropriate manner.

Digital Integration Resource Package in Music and Arts Education

Digital Integration Resource Package in Music and Arts Education provides a list of digital tools, activities and instruction that can be used to enhance creative, interactive and technology-based learning in music and arts instruction. May consist of multimedia lessons as well as art/digital music software, performance/composition, and/or teacher guides to enable students to engage with content in more meaningful ways. My Resource Package is similar to other studies in identifying the importance of connecting technology to EAL learning that could enhance the accessibility, engagement and creative expression in EAL learning. It is also a reflection on the wider arts-integration resources that offer practitioners lesson plans, digital resources, and classroom-ready resources to connect with a variety of learning experiences. This resource package aligns with multiple facets of digital integration that are consistently and frequently identified in music education research as outcomes of digital integration, such as the development of digital literacy, creativity and flexible teaching approaches to support content delivery.

Digital integration resource package: technology as a factor for enriching music instruction through creativity, interactive and engaging resources. It is specifically geared towards specific learners, schools or local curricula, and assists teachers to enhance their digital approaches in music education.

Summary, Findings, Conclusions, And Recommendations

Summary

This study investigates the use of digital technologies in the context of teaching and learning Music and Arts and their correlation to student performance and classroom experiences. It considers both the teachers' and students' perspectives to gain a deeper understanding of the current practices, inter-disciplinary differences between the two subject areas and any changes needed to improve instruction.

The study first examines the individual results for the two subject groupings, Music and Arts, looking at the frequency and meaningful use of digital tools, platforms and resources by teachers and students in each area. It assesses how far the two domains are integrated digitally as assessed by teachers and students.

Secondly, the effectiveness of the use of digital tools in Music and Arts is assessed, based on the perceptions of teachers in three areas: creativity, engagement and achievement. This examines how well digital tools help students to write creatively, engage well in class activity, and achieve learning goals.

The fact that we can reject the hypothesis suggests that there is a significant difference between teachers' and students' perceptions of using digital tools in Music and Arts classes. This means teachers and students understand the value and opportunities of digital technology in learning, but have differing views on its effectiveness with students in the classroom. The teachers have faith in the potential of digital integration, as they have the direct task of lesson planning and using digital tools to support student learning. Conversely, students evaluate digital integration by their own lived experience in a classroom or by the experiences of their peers in the classroom, which may be affected by a digital application issue like access to devices, internet connectivity, unfamiliarity with how to use technology, or technology usage difficulties.

Remotely, this interesting gap in views is that desiring to be digital is not enough, it has to be ready to use technology, yet insufficient access to technology and little preparedness to actually use it influence opinions on the effectiveness of digital. The results show that the enhancement of digital support is of importance for schools and educators, the inclusion of students in the access to technology and establishing student-driven learning experiences. In this way, teachers and students can benefit fully from the use of digital resources in Music and Arts classes.

The research also uncovers potential challenges and opportunities associated with the digital integration, including access to technology and teacher digital literacy, student motivation, and technology and software/platforms. This research helps to elucidate the context of supporting or changing the digital integration if it is to be effective and equitable.

On the basis of these results, it is suggested to go for a set of practical outputs or interventions: a package of digital resources, a training guide for teachers, or an implementation framework, in order to improve digital integration in Music and Arts teaching. The output is designed to overcome challenges identified in the study, as well as take advantage of opportunities called out.

The study is on the students of grade 7 of Music and Arts Education subjects and their teachers in 3 identified schools in the Div. of Naga City during the third grading period of the Academic Year 2025-2026; this would allow immediate effects of the digital integration in a prescribed period.

The study is restricted to grade seven learners and their teacher/eduCoaches, however, it offers information on the short-term impacts in this specific setting, omitting other grades and schools. The literature suggests that the integration of digital technology in Music and Arts education may enrich the learning by providing enhanced creative options, student-centered learning, and improved engagement and academic success.

The issues of devices' unequal availability, inadequate teacher training and technology-mediated creative work assessment continue to exist, however. Research over careers highlights need to ensure support is adequate not to exacerbate gaps in opportunity and achievement, particularly in resource-poor environments. Future studies should consider ways in which technology can augment and support the creative practice of the students rather than only use technology as a device for presentation in K–12 Music and Arts education.

Findings

The results in this paper answer important and significant questions concerning the integration of digital technology into the Music and Arts curricula. It discusses the ways technology is being used in these subject areas and how technology is impacting students' creativity, participation, and achievement. Besides, challenges and opportunities related to the teachers as well as students are also identified. The results are used as a basis to develop strategies to improve and streamline the digital integration in Music and Arts learning.

1. Results of the study showed that digital integration in the teaching and learning process for the subject of Music and Arts is already apparent in the learning process in the classroom. Formative and summative learning opportunities using a range of digital tools for both teachers and learners. However, the level of integration will differ depending on the class and school context, with some classes just inserting simple tools such as Powerpoint slides or video clips, and others using more sophisticated tools such as specialist graphics or music software.

2. The findings showed that there is a variation on the extent to which Music and Arts is integrated with digital media. Some digital tools and platforms were cited as being more widely-used than another in one subject. This is a reflection of the nature of learning tasks, and availability of appropriate applications. Moreover, these differences were also affected by the teachers' confidence in and experience with technology in each content area.

3. Teachers feel the incorporation of digital tools in Music & Arts education will improve the creativity of pupils. This revealed that pupils created more creative work, played with style and approach and used digital ampersand options, including editing, layering and the use of multimedia, to enhance their art and music.

4. It was concluded that integration of digital technology increased students' engagement. When Digital media-based activities were interactive, collaborative and performance based, teachers observed music and Arts lessons to be more engaging, participatory and attentive for students.

5. Use of the digital tools in Music and Arts education has proven to have a positive impact on student outcomes, including quality of work and achievement of lesson objectives. They help practice and develop skills while providing instant feedback and structuring the content. The study found some issues like lack of accessibility with devices and Internet, support and/or technical challenges, and digital literacy levels among the teachers and students themselves. There are clearly opportunities for using digital resources to enhance teaching and learning, for differentiated learning opportunities, and for positive and inclusive learning spaces in the face of this barrier.

Conclusions

The following conclusions have been drawn from the views of the Music and Arts teachers and Grade 7 learners from the study on digital integration in Music and Arts education: They become inclusive the intensity of the technology uses, its influence on student's creativity, engagement with the technology, and success or challenges of the uses, as well as the opportunities afforded by that use. These insights are used as the basis for drawing up successful strategies of using digital in the curriculum.

1. The use of the digital in teaching and learning Music and Arts is becoming more relevant and common. Technology is now integrated in using it, not just applied in a few special instances. A range of digital tools are being leveraged by both teachers and students in teaching, practicing and performing. A degree of integration at a deeper level and a consistency in this integration, however, remains variable by class and school.

2. There is a noticeable difference in the level of digital integration between Music and Arts. This also depends on how each subject is treated, practical ways to apply the new technology, and teachers' confidence in technology. The distinctions mean that both disciplines could have improvements made in the use of technology but would require specific training and resources to ensure technology is used to its best capacity for each discipline.

3. Teachers feel that the use of digital tools is having a positive effect on students' creativity, engagement and achievement in music and the arts. When technology is implemented effectively, the students are more motivated, more actively involved, and creating creatively imaginative work reflecting increased skill and knowledge.

4. While Music and Arts integration with digital technology can provide a number of advantages for both the teacher and the student, there are some challenges as well, including access to devices and the internet, the students' and teachers' knowledge of digital tools, and the need to know exactly what device applications to use and how to make the devices relevant to the curriculum. However, the study also identifies many concrete areas for technology enhanced teaching, to diversify physical activities, and to create more interactive, inclusive learning experiences.

5. Recommendations from the findings are to create a practical output, either in the form of a guide to digital integration or a resource package, or a set of examples of music and art lessons that utilize technology. The technology enhanced lesson examples would demonstrate best practices in the use of digital tools for multiple Music and Arts topics, including using digital audio applications in music, digital painting software for visual arts and collaborative digital platforms for projects. It will be a practical output which will standardize effective use of digital tools across schools, address common issues with provision, offering solutions where needed for infrastructure and teacher training and support teachers to maximize the positive effect of digital on pupils' creativity, engagement and achievement. For the learner’s grade 7 and grade 7 teachers in particular, it would be useful to provide an artistic platform for digitally creative expression, interactive activities in accordance with the principles of the DEPE Model as well as digitally structured learning experiences that are curriculum aligned and facilitate the development of both artistic skills and 21st century digital competencies.

Recommendations

However, several actions must be taken by the various stakeholders who will need to perform the role of integrating digital technology into music and arts education in order to realize the maximum possible benefits while avoiding the pitfalls.

1. School leaders and policymakers should focus on building infrastructure, enabling all students to have devices that have reliable service, stable internet connection and current operating software. They should also allocate funding for their regular maintenance and technical support services, and for providing digital learning resources that are specifically targeted for subjects in music and the arts. Furthermore, school leadership needs to set up guidelines around the integration of digital in terms of planning for time, curricular alignment, etc. and essential digital skills for teachers.

2. Ongoing professional development around digital tools related to musical and art education for teachers is expected. They should not only learn to work with the software or apps, but how to use them in an effective way when developing lesson plans, creating strategies for assessing students, and designing lesson activities. In addition, the teacher needs to think about how to provide alternative tasks and/or low technology solutions for those students who may not have the technology available to them. Teachers must also track how the digital tools affect students' performance and their engagement.

3. Pupils should be taught to be responsible online citizens. This encompasses technology use responsibly, time management and considering tools as a learning support medium, not an aid to bypass. Schools can contribute to this by providing, as course requirements of this work, basic information literacy sessions that cover also basic practices for music/arts related subjects. Topics they should discuss in these sessions include saving work correctly and how to use Creative Commons materials and copyright in digital media.

4. Parents and community are important allies in the fight to achieve better digital resources in schools. They can assist students to balance the use of screens in their homes and help organize spaces available to the students to allow them to practice skills acquired in music, art and aversive technologies. They also have the chance of working with schools via relevant parents’ associations and/or local government to provide or contribute equipment in disadvantaged areas.

5. In instructional and technical support units including ICT coordinators, curriculum specialists and material developers are required to deliver easy to access digital learning modules, assembled online learning resources and localized examples of music/arts activities that incorporate the curriculum. Beyond that, they have to offer on-time technical support to teachers as they tackle some common problems, for example software glitches, login issues, and compatibility problems.