Computer-Based Technology and Music Teaching and Learning
Peter Webster · 2004
Abstract In a publication written some 16 years ago designed to warn against the computer “bandwagon” that might affect adults in 2001, Paul Lehman’s words continue to warrant consideration. Intelligent use of music technology to assist music teaching and learning is of major concern in the 21st century. If the dollars that will be spent on hardware and software for music education in this decade are to be considered a wise investment, we need the best information possible on how to use these resources for maximum effectiveness. Most will agree that music technology today is not a passing fad but an established part of the educational scene. Since the publication of the first Handbook in 1992 and the chapter on technology by Higgins (1992), substantial changes have occurred in computer hardware, software, and Internet growth and accessibility. These changes have resulted in more affordable and powerful resources than in any other time in our history. Still, the question remains: What do we really know about the effectiveness of music technology? This chapter will attempt to provide a perspective on this question by summarizing the major writings published from 1990 to fall 2000. The chapter begins with an introductory section that deals with matters of definition and focus; a summary of forces that shape our current educational climate for music technology is also included. The remainder of the chapter is divided into four parts. The background section does not place emphasis on original, empirical work, but does create perspective for the empirical work. It begins with a summary of research reviews both in and outside of music. A sampling of advocacy positions for music technology follows, with writings on curriculum development and technology standards. This section ends with a profile of writings that are cautious about and critical of technology.