Theresa A. Hoover, Daniel Taylor, Evan Powers, Kyle T. Gray
The purpose of this study was to examine how music teachers report using and engaging with on-demand digital media (ODDM) and whether they perceive ODDM content as professional development. K–12 inservice and preservice music teachers ( N = 198) completed a questionnaire that collected information regarding their experiences with ODDM (Facebook, Twitter/X, Instagram, YouTube, TikTok, and podcasts). Results showed that respondents derived usefulness from and followed creators who shared strategies that aligned with classroom teaching needs and whom respondents deemed credible. Respondents discussed classroom applications, such as warm-ups, teaching strategies, concert programming, and performance demonstrations. More than half of the respondents considered their engagement with ODDM to be professional development, but many encountered content they did not believe was credible or aligned with research-based practices. Implications include suggestions for teacher engagement with ODDM along with important considerations for digital media literacy among music teachers.