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date: 22 February 2020

Abstract and Keywords

This chapter addresses three themes in the Core Perspectives. First, it argues that preservice teachers should be trained in music technology and technology pedagogy as one would train preservice teachers on brass, woodwinds, percussion, or piano. Second, she suggests that in-service teachers are the experts in their classrooms, regardless of their preexisting competence with any individual subdomain—brass, percussion, or, in this case, technology. Just as experienced band teachers have no problem asking their advanced trumpet player students to help the beginning trumpet player students, teachers can similarly capitalize on students with technological competence. Third, the chapter argues that the U.S. music education system, K-university, is implicitly skewed toward middle to upper economic class culture and, by nature, disinherits those who seek to engage in other musical cultures. Technology, she suggests, is an excellent way to better meet the needs of all students.

Keywords: music technology, pedagogy, in-service, preservice, teacher preparation

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