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Abstract
Technology has become integrated into all aspects of modern life, with music education being no exception. The use of technology in music education began to rise in the 1990s and is likely to grow as the 21st century progresses. Professional development has been shown to increase the self-efficacy of K–12 music teachers, specifically in terms of their utilization of music education technologies within their classrooms. This descriptive research study aimed to examine the relationship between teacher self-efficacy and the use of music education technologies in K–12 music classrooms and investigate the relationship between professional development initiatives and self-confidence using technology in music classrooms. A total of 129 Georgia music educators completed a survey inquiring about demographics, teaching experience, school setting, self-confidence using technology generally and in teaching specific music skills and concepts. Respondents reported being more confident when they learned a technology on their own or via professional development compared to learning from a peer. Respondents were fairly to completely confident when using technology to plan, instruct, assess, and engage within the classroom. Overall confidence levels were rated lower when using technology to promote student thinking, creativity, motivation, and culture. Conversely and in almost all cases, teachers reported their perceived confidence level when teaching or reinforcing musical concepts as completely confident. Two open-ended questions completed the survey, respondents reported the pandemic increased their technology use in the classroom, and confidence levels had increased. Additionally, this study revealed that district and school leaders in charge of professional development for music teachers should consider the best mode of learning that gives their teachers the experience with learning and implementing technology in music education.