Due to the Covid-19 pandemic, the school year 2020-2021 has been a year of challenges for the educational community as it was called upon to immediately adapt an alternative way of teaching which will rely to a large extent on distant learning (Encrnação, Vieira & Brunner, 2021). Consequently, the above situation has affected the context of the present study, as was originally defined before the onset of the pandemic, which from «Live music teaching with the help of digital technology tools» was transformed into «Exclusively distant learning and the role of digital tools in education».

This announcement will present a research that has lasted a 31-course of a whole school year and related to a specific curriculum that was carried out in real time (direct-modern teaching) with exclusively distant contact through a special application that supports distant education. It was applied to three groups of students of three classes of a conservatory consisting of 32 students in total, aiming to be taught music theory. The basic digital pedagogical tool that the research aimed to study is the creation of specific interactive videos used by students in order to practice in melodic solfeggio. The video is a multi-sensory product which is in line with the pedagogical principles derived from Gardner's theory of multiple intelligence which suggests that the practice involve multiple stimuli as, by this way, information is more easily accepted by the student who wants to learn music (Kassel,1998).

The purpose of the research is not to prove that videos contribute to music education as this has already been mentioned in the bibliography (Cayari,2013), but to present and suggest edited videos with specific features encouraging the student to interact with them with the ultimate goal of improving his musicality.

Methodologically, the research was based on Research of Action which has as a key feature the teacher to apply practice in order to improve the teaching result or to find the solution to a problem (McNiff, 2017).

The evaluation of the research resulted from three perspectives, a) that of the researcher himself through observation and keeping a diary but also from questionnaires and interviews that took place, b) to the students who were taught as well as c) to the three-member committee that examined the students at the end of the school year as appointed by the conservatory. Through the study and analysis of the data it emerged that the students improved their ability a) in rhythmic stability, b) in the right vocal melodic performance and c) in their acoustic perception of melodic lines or intervals. In addition, although the application of the research had had positive effects on the students' performance, however, it seemed that they themselves prefer live learning as distant learning does not favor the development of social relationships and contacts between class participants.

In conclusion, live education can hardly be replaced by digital technology providing the same quality of teaching. However, nowadays, the use of this kind of technology  is a necessary field of knowledge that every modern teacher must possess, according to the principles of the theoretical composition of Technological and Pedagogical Knowledge of Content (Mishra & Koehler, 2006).

• Νέοι γραμματισμοί (ψηφιακός, πολυτροπικός, ηλεκτρονική πληροφορία)
• Νέες μουσικές-τεχνολογικές εμπειρίες
• Εκπαίδευση εκπαιδευτικών

Marios Skamnelos is a graduate of the Department of Nursing of the T.E.I.of Ipirus and the Department of Folk and Traditional Music of the T.E.I. of Ipirus as well, specializing in accordions. He holds a Master's degree in Music Pedagogy from the Department of Music Studies of the Ionian University. He has been a doctoral candidate in the department of music studies of the University of Ioannina since 2019. In addition, he holds a degree in accordion classical studies as well as advanced theories of harmony and counterpoint. Since 2010 he has been teaching in public schools and private conservatories, while the current academic year he has been a teacher specializing in accordion at the Music School in the city of Katerini. Since 2017 he has participated as a speaker in pan-Hellenic scientific conferences. As an accordion master he has participated in numerous performances as well as in the discography.