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date: 21 September 2020

Abstract and Keywords

It is commonly known that the assimilation and use of technology that is vertically mandated, without a critical consideration of final users, presents various risks such as an inadequate and unreflective use of technology. For instance, new technological tools tend to be used only to facilitate aspects of traditional teaching practices, without changing previous pedagogical paradigms. One of the main causes is that many teachers have not acquired the expertise to take full advantage of innovative teaching/learning technologies. For adequate music education provision, music educators must respond distinctively and effectively by considering the sociocultural and educational context. This chapter argues that music teacher education and professional initiatives must be focused on empowering music teachers to critically decide the degree of technological assimilation and distinction in order to meet the standards of quality education.

Keywords: technological assimilation, technological affordances, teacher education, professional development, pedagogical paradigms

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