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Taschenbuch. Condizione: Neu. Druck auf Anfrage Neuware - Printed after ordering - This book examines the integration of artificial intelligence (AI) in music education through a comparative analysis of Germany and South Korea, two countries that differ significantly in educational governance, cultural traditions, and approaches to digital transformation, yet are closely connected through historical, economic, and academic exchange. While educational policy increasingly emphasizes AI as a key instrument for innovation, little empirical research has addressed how these expectations are negotiated within everyday music-pedagogical practice.Combining a historical-theoretical framework with an empirical, qualitative-quantitative research design, the study investigates how music teachers and AI experts in both countries perceive, implement, and critically evaluate the use of AI in music education. Methodologically, the book applies a hybrid Grounded Theory approach, drawing on large-scale teacher surveys and expert interviews. The analysis follows a multi-stage process of conceptual condensation, integrating first-order empirical findings with second-order interpretative concepts and aggregated theoretical dimensions. The results reveal pronounced discrepancies between educational policy discourse and pedagogical reality in both countries. …

Paperback. Condizione: Brand New. 489 pages. 5.83x0.99x8.27 inches. In Stock.

Paperback. Condizione: new. Paperback. This book examines the integration of artificial intelligence (AI) in music education through a comparative analysis of Germany and South Korea, two countries that differ significantly in educational governance, cultural traditions, and approaches to digital transformation, yet are closely connected through historical, economic, and academic exchange. While educational policy increasingly emphasizes AI as a key instrument for innovation, little empirical research has addressed how these expectations are negotiated within everyday music-pedagogical practice.Combining a historical-theoretical framework with an empirical, qualitative-quantitative research design, the study investigates how music teachers and AI experts in both countries perceive, implement, and critically evaluate the use of AI in music education. Methodologically, the book applies a hybrid Grounded Theory approach, drawing on large-scale teacher surveys and expert interviews. The analysis follows a multi-stage process of conceptual condensation, integrating first-order empirical findings with second-order interpretative concepts and aggregated theoretical dimensions. The results reveal pronounced discrepancies between educational policy discourse and pedagogical reality in both countries. This item is printed on demand. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.…

Taschenbuch. Condizione: Neu. This item is printed on demand - it takes 3-4 days longer - Neuware -This book examines the integration of artificial intelligence (AI) in music education through a comparative analysis of Germany and South Korea, two countries that differ significantly in educational governance, cultural traditions, and approaches to digital transformation, yet are closely connected through historical, economic, and academic exchange. While educational policy increasingly emphasizes AI as a key instrument for innovation, little empirical research has addressed how these expectations are negotiated within everyday music-pedagogical practice.Combining a historical-theoretical framework with an empirical, qualitative-quantitative research design, the study investigates how music teachers and AI experts in both countries perceive, implement, and critically evaluate the use of AI in music education. Methodologically, the book applies a hybrid Grounded Theory approach, drawing on large-scale teacher surveys and expert interviews. The analysis follows a multi-stage process of conceptual condensation, integrating first-order empirical findings with second-order interpretative concepts and aggregated theoretical dimensions. The results reveal pronounced discrepancies between educational policy discourse and pedagogical reality in both countries. 475 pp. Englisch.…

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Paperback. Condizione: new. Paperback. This book examines the integration of artificial intelligence (AI) in music education through a comparative analysis of Germany and South Korea, two countries that differ significantly in educational governance, cultural traditions, and approaches to digital transformation, yet are closely connected through historical, economic, and academic exchange. While educational policy increasingly emphasizes AI as a key instrument for innovation, little empirical research has addressed how these expectations are negotiated within everyday music-pedagogical practice.Combining a historical-theoretical framework with an empirical, qualitative-quantitative research design, the study investigates how music teachers and AI experts in both countries perceive, implement, and critically evaluate the use of AI in music education. Methodologically, the book applies a hybrid Grounded Theory approach, drawing on large-scale teacher surveys and expert interviews. The analysis follows a multi-stage process of conceptual condensation, integrating first-order empirical findings with second-order interpretative concepts and aggregated theoretical dimensions. The results reveal pronounced discrepancies between educational policy discourse and pedagogical reality in both countries. This item is printed on demand. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.…

Taschenbuch. Condizione: Neu. This item is printed on demand - Print on Demand Titel. Neuware -This book examines the integration of artificial intelligence (AI) in music education through a comparative analysis of Germany and South Korea, two countries that differ significantly in educational governance, cultural traditions, and approaches to digital transformation, yet are closely connected through historical, economic, and academic exchange. While educational policy increasingly emphasizes AI as a key instrument for innovation, little empirical research has addressed how these expectations are negotiated within everyday music-pedagogical practice.Combining a historical-theoretical framework with an empirical, qualitative-quantitative research design, the study investigates how music teachers and AI experts in both countries perceive, implement, and critically evaluate the use of AI in music education. Methodologically, the book applies a hybrid Grounded Theory approach, drawing on large-scale teacher surveys and expert interviews. The analysis follows a multi-stage process of conceptual condensation, integrating first-order empirical findings with second-order interpretative concepts and aggregated theoretical dimensions. The results reveal pronounced discrepancies between educational policy discourse and pedagogical reality in both countries.Springer VS in Springer Science + Business Media, Abraham-Lincoln-Straße 46, 65189 Wiesbaden 492 pp. Englisch.…

Paperback. Condizione: new. Paperback. This book examines the integration of artificial intelligence (AI) in music education through a comparative analysis of Germany and South Korea, two countries that differ significantly in educational governance, cultural traditions, and approaches to digital transformation, yet are closely connected through historical, economic, and academic exchange. While educational policy increasingly emphasizes AI as a key instrument for innovation, little empirical research has addressed how these expectations are negotiated within everyday music-pedagogical practice.Combining a historical-theoretical framework with an empirical, qualitative-quantitative research design, the study investigates how music teachers and AI experts in both countries perceive, implement, and critically evaluate the use of AI in music education. Methodologically, the book applies a hybrid Grounded Theory approach, drawing on large-scale teacher surveys and expert interviews. The analysis follows a multi-stage process of conceptual condensation, integrating first-order empirical findings with second-order interpretative concepts and aggregated theoretical dimensions. The results reveal pronounced discrepancies between educational policy discourse and pedagogical reality in both countries. This item is printed on demand. Shipping may be from our Sydney, NSW warehouse or from our UK or US warehouse, depending on stock availability.…