Music, Technology and Education
Abstract
This article explores the profound impact of technological development on music education. It points out that since the 1980s, driven by government initiatives, computer and telecommunications-based technologies have been gradually integrated into the education system. This integration has prompted a shift in teaching methodology from teacher-centred knowledge transmission to a student-led framework for exploration primarily facilitated by technological tools. This study defines “music technology” as a broad conceptual domain, whose scope is not limited to digital software (e.g., Soundplant, Audacity) but also encompasses long-standing auxiliary tools such as pitch forks and pianos. Research indicates that the application of music technology has significantly influenced music education. For instance, it makes learning more intuitive through recording and analysis technologies (from phonographs to simulation systems); it stimulates student creativity and fosters unexpected inspiration through exploratory activities; and it promotes interdisciplinary collaboration and a transformation of teacher and student roles through projects like ‘live coding’. In the process of utilizing these new technologies, the role of the teacher also shifts, increasingly becoming that of a supervisor and co-learner in the learning process. Furthermore, technological advancements create pathways for more individuals to learn music more effectively, as exemplified by the “Plug IT” project, which assists individuals with disabilities in participating in music creation, thereby broadening the inclusivity of music. In summary, technology serves as an empowering tool that not only optimizes teaching effectiveness and extends the horizons of possibility and creativity within music education but also enables both educators and learners to discover their individualized insights amid exploratory pursuits.
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