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This version of the article reflects changes made in the paperback edition [9780190674564].

Updated on 11 December 2019. The previous version of this content can be found here.
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date: 23 January 2020

Abstract and Keywords

This article explores the concept of “technology” within the wider contexts of music and education. It draws upon a recent position paper by Himonides and Purves (2010), which argues that technology should not be viewed as a solution for the music educator to apply in the classroom. “Music technology” should be treated like any other tool that supports learning and teaching; helps us engage with valued forms of knowledge; celebrates and recognizes the importance of prior learning and experience; requires the teacher to scaffold learning; needs assessment to be congruent with learning; promotes the active engagement of the learner; fosters both individual and social processes and outcomes; recognizes the significance of informal learning; depends on teacher learning; and, finally, demands consistent policy frameworks with support for teaching and learning as the primary focus.

Keywords: music education, music technology, music educators

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