Few aspects of daily existence are untouched by technology. The
learning and teaching of music is no exception and arguably has
been impacted as much or more than other areas of life. Digital
technologies have come to affect music learning and teaching in
profound ways, influencing everything from how we create, listen,
share, consume, interact, and conceptualize musical practices and
the musical experience. For a discipline as entrenched in tradition
as music education, this has brought forth myriad views on what
does and should constitute music learning and teaching. To tease
out and elucidate some of the salient problems, interests, and
issues, The Oxford Handbook of Technology and Music Education
critically situates technology in relation to music education from
a variety of perspectives: historical, philosophical,
socio-cultural, pedagogical, musical, economic, policy, and so on,
organized around four broad themes: Emergence and Evolution;
Locations and Contexts: Social and Cultural Issues; Experiencing,
Expressing, Learning and Teaching; and Competence, Credentialing,
and Professional Development. Chapters from a highly diverse group
of junior and senior scholars provide analyses of technology and
music education through intersections of gender, theoretical
perspective, geographical distribution, and relationship to the
field. The Oxford Handbook of Technology and Music Education's
dedication to diversity and forward-facing discussion provides
contrasting perspectives and conversational voices rather than
reinforce traditional narratives and prevailing discourses.
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