The Multimedia Technologies Applications indd

state of music education from the point of view of school, teachers and pupils, 
which could be evident from its title: Music Education 2010. Another reason for this 
broadness was to minimize stylization and verbal conformism, mainly by teachers. 
That is why the respondents were not informed of the fact that the objective of the 
research was the use of multimedia technologies in music education. The introducto-
ry text of the questionnaire says that it is a general research in topical issues in music 
education, where specifi c questions regarding equipment of school, music software, 
educational DVDs etc. form just a part of the complete set of questions and are placed 
more or less into the central part of the questionnaire which is divided in four basic 
problem groups (material-technical equipping of school, personnel of school, means 
and form of using multimedia applications in lessons by the teacher, the proportion of 
representation of individual activities, and the means and form of active involvement 
of pupils) and that it studies qualifi cation of music teachers, whether the lessons are 
rather active or passive on part of pupils, equipment of music classrooms (interac-
tive boards, keyboards, PC, other electrical appliances, video cameras etc.), which 
traditional and electronic musical instruments are put to use, whether and how the 

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internet (www.youtube.com and the like) is used in lessons and whether computer 
music software is used.
The basic fi le was made up of all music teachers and pupils of primary schools 
in the Czech Republic. The representative sampling fi le was defi ned by the quota 
selection on the basis of the statistical data and school database http://www.quatro.cz/
databaze-skol/; the questionnaire was sent to 3 524 primary schools in the CR, out of 
which the sampling fi le consisted of 532 schools, 614 music teachers and 1839 pupils. 
These are quasi-representative fi les, which means the fi les are representative in the 
logical, not the statistical meaning.
The questionnaire for pupils was administered by 
trained interviewers in schools, the questionnaire for teachers was in the electronic 
form on-line. The structure, types and ordering of questions were similar in both the 
versions, but adequate to the character of fi les of teachers and pupils.
The questionnaire for teachers was construed into several selected relatively 
independent problem groups (Particularities of music education, Position of music 
education at primary schools, Profession of a primary school teacher, School educa-
tion programme, School equipment, Activities of pupils in music education, Modern 
popular and folk music, Computer technologies, Music software, Interactive board, 
University preparation and further education, Presentation of music education), that 
cover the main functioning of respondents in this fi eld and their attitudes. The qu-
estions were divided into these groups in order to make interpretations of results 
easier and better arranged, but the respondents didn’t get questionnaires with these 
categories, they were fi lling in the form as a whole. The questionnaire consisted of 
63 numbered questions, 20 of which had subordinate questions.
The questionnaires for teachers and pupils are mutually interconnected in many 
points, so that the results could be easily compared. Some of the questions were for-
mulated in the same way in order to allow for comparison, the meaning of others was 
linked more freely. The focus of the comparison of the two versions are areas of the 
main aims of the project, i.e. research of material school equipment, means and form 
of using multimedia applications in music lessons and means and forms of active 
involvement of pupils.
The questionnaire for pupils was also made as a text document; however, unlike 
in the case of teachers, it was presented by trained interviewers in this textual form 
to respondents – pupils of secondary stages (6-9) of primary schools. The research 
itself took place in music lessons with the presence of the interviewers, and at the 
end of the lesson the questionnaires were collected from all pupils, which ensured the 
complete return and enabled the interviewers to react to some problems with fi lling 
in immediately. All the gained data was then processed manually.
The questionnaire consisted of 52 questions, which were again divided into seve-
ral groups (Position of music education and its meaning, Content and procedures 
of lessons, Pupil’s self-assessment and assessment of teacher, Equipment, Relation 
to music, Individual music activities, Favourite genres, Presenters and composers, 

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What could be changed in music education), that were not titled on the question 
forms and they functioned as a certain aid in the interpretation stage. The hypotheses 
were formulated as follows: using of multimedia technologies in the process of music 
education at primary schools is not typical, the rate of using them depends on the 
material technical school equipment and teacher’s preparation for this kind of work. 
The most important factor is the teacher’s age – the younger the teacher, the higher 
the probability of using multimedia technologies, and vice versa.