Re-situating technology in music education

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

Technology's place in music education is largely related to how it is socially constituted. Despite how technology enables intersections of and blurred boundaries between ways of being musical, it is often situated in terms of hard boundaries and compartmentalized notions of musical engagement. Furthermore, music education often situates technology as tools without necessarily considering related social, cultural, or musical contexts. This chapter addresses how philosophical, pedagogical, and curricular perspectives play a key role in the types and degree of change that occur in relation to technology and music education. I propose that music educators reconceptualize curriculum and resituate technology to address social and cultural issues explicitly. I invite music educators to consider the potential of digitally mediated musical engagement within the contexts of curriculum as experience and as social reconstruction. I consider how such change might occur and conceptual frameworks that might help in forwarding such work.

Original languageEnglish (US)
Title of host publicationThe Oxford Handbook of Technology and Music Education
PublisherOxford University Press
Pages291-308
Number of pages18
ISBN (Electronic)9780199372133
DOIs
StatePublished - Jan 1 2017

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Keywords

  • Assimilation
  • Change
  • Curriculum
  • Digital media
  • Distinction
  • Music education
  • Sociocultural
  • Technology

ASJC Scopus subject areas

  • Arts and Humanities(all)

Cite this

Tobias, E. (2017). Re-situating technology in music education. In The Oxford Handbook of Technology and Music Education (pp. 291-308). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199372133.001.0001