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Rapid developments and innovations in technology have impact on individuals. The use of technology for one’s daily life has become a necessity; therefore, the development and popularization of Information and Communication Technologies (ICTs) is use as a tool for solving educational problems. Because educational technologies play a major role both in learning and teaching, it is undoubtedly required that music teachers have the knowledge and skills of using these technologies. Teachers should use technologies that are appropriate to the course objective, and they should be used to make students understand the course material better, and form permanent knowledge. For that reason, this study aims to determine music teachers' self-confidence levels in the use of information and communication technologies in education based on variables analyzed with a descriptive screening model. For data collection, a 5-point Likert-type scale was used. In conclusion, this study did not find a significant difference in terms of gender and age variables. However, professional seniority, having a personal computer or not, and having access to internet at home or not, all had a significant effect on self-confidence.

Examining music teachers self-confidence levels in using information and communication technologies for education based on measurable variables