Few aspects of daily existence are untouched by technology. Learning and teaching music are no exceptions and arguably have 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 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, 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 promotes contrasting perspectives and conversational voices rather than reinforce traditional narratives and prevailing discourses.

CONTENTSForeword - Peter Webster and David B. WilliamsIntroduction - Roger Mantie and Alex RuthmannSECTION 1: EMERGENCE AND EVOLUTIONWhat constitutes a technology in music and music education?In what ways as technology been used, and how has technology affected music education in different times and places?Core Perspectives 1A1. Thinking about Music and TechnologyRoger Mantie2. Technology in Music and Music Education in Englandand Across EuropeMarina GallFurther Perspectives 1A3. Savoring the Artistic Experience in an Age of CommodificationChee Hoo Lum4. Music Technology in EthnomusicologyGabriel Solis5. The Role of "Place" and ContextJanice Waldron6. Slow MusicRena Upitis7. Then and NowDavid A. WilliamsHow have music educators negotiated the role of technology within the broader terrain of educational policy and practice?What is the role and what are the effects of commerce and industry on learning, teaching, and technology within schools?Core Perspectives 1B8. Globalization and Technology in 21st Century EducationSamuel Leong9. Technology in the Music Classroom in GreeceSmaragda ChrysostomuFurther Perspectives 1B10. Building a Broad view of Technology in Music Teacher EducationHeidi Partti11. Technology in the Music Classroom in KenyaEmily Akuno12. Pondering an End to Technology in Music EducationJoe Pignato13. A Software Creator's PerspectiveJoe Berkovitz14. Where Might We Be Going?Jonathan Savage15. Loaded Questions for an Emerging WorldJohn-Morgan Bush16. Music Learning in Music EducationJason ChenSECTION 2: LOCATIONS AND CONTEXTS: SOCIAL AND CULTURAL ISSUESWhat are the impacts of technology (positive and negative) on different communities, socio-economic areas, and parts of the World?What can be done to mitigate the negative effects of technology while accentuating the positive?Core Perspectives 2A17. Critical Perspectives from AfricaBenon Kigozi18. Interest-driven Music EducationKylie Peppler19. Situating Technology Within and Without Music EducationJoe PignatoFurther Perspectives 2A20. Human Potential, Technology and Music EducationSmaragda Chrysostomu21. "Placing" Technology within Music Education CommunitiesAilbhe Kenny22. The Promise and Pitfalls of the Digital StudioEthan Hein23. Musicking and Technology in SwedenBo Nilsson24. Exploring Intersections of Technology and Music EducationGillian HowellHow are technology and music technology changing use? How are we changing technology?How are music educators responding to social, cultural, and economic issues? How should they?Core Perspectives 2B25. Pedagogical Fundamentalism to Radical Pedagogy in Music EducationHeidi Partti26. Society, Schools, and Music LearningValerie Peters27. Locating Technology within Music EducationEvan TobiasFurther Perspectives 2B28. Technology in Perspective: Who is in Control?Patricia Gonzales29. The Curious MusicianLeah Kardos30. On Becoming Musical: Technology, Possibilities and TransformationGena Greher31. The Role of Music in Public Health EducationCarlos Chirinos32. Thinking and Talking about Change in Music EducationRoger Mantie33. A Sociological Perspective on Technology in Music EducationRuth WrightSECTION 3: EXPERIENCING, EXPRESSING, LEARNING, AND TEACHINGWhat are the ramifications of technological change on music teaching and learning in the classroom? What can technology do for music education?In what ways has technology forced us to re-evaluate definitions of musicality? Of musicianship? Of who is and is not a musician?In what ways has technology transformed our understandings of creativity? What are some of the untapped potentials in this area?Core Perspectives 3A34. Power and Choice in the Teaching and Learning of MusicChee-Hoo Lum35. Music Fluency for Music Creation and CompositionBarbara Freedman36. Playing (in) the Digital StudioEthan HeinFurther Perspectives 3A37. Considering Music Technology and LiteracyJay Dorfman38. Technology and Collaboration for People with Significant DisabilitiesDonald DeVito39. Prosumer Learners and Digital Arts PedagogySamuel Leong40. A Pluralist Approach to Music EducationJames Humberstone41. Augmenting Music Teaching and Learning with Technology and Digital MediaEvan Tobias42. Possibilities for Inclusion with Music TechnologiesDeborah VanderlindeWhat are examples of effective uses of technology? Under what conditions might technology be inappropriate or ineffectice?What are familiar challenges to implementation and what strategies have thus far proven effective?Are there limits to what technology affords?Core Perspectives 3B43. Limitations of Technology in Community MusicGillian Howell44. Meaningful and Relevant Technology IntegrationMichael Medvinsky45. The Convergence of Networked Technologies in MusicTeaching and Learning.Janice WaldronFurther Perspectives 3B46. Narcissim, Romanticism, and TechnologyEvangelos Himonides47. Pedagogical Decision MakingRyan Bledsoe48. Equity and Access in Out-of-School Music MakingKylie Peppler49. Technology, Sound, and the Tuning of PlaceSandy StaufferSECTION 4: COMPETENCE, CREDENTIALING, AND PROFESSIONAL DEVELOPMENTShould music technology be taught as an independent subject, or should it serve existing curriculum and instruction? How might technology best serve the needs of students and teachers?How can music educators develop and maintain skills beyond their teacher education programs?What sorts of canonized practices have emerged, and how might these impact on music teacher education?Core Perspectives 4A50. Traditions and Ways Forward in the United StatesJay Dorfman51. Technology and Invisibility in Music Teacher EducationGena Greher52. Authentic Approaches to Music Education with TechnologyJonathan SavageFurther Perspectives 4A53. Technology in Music Initial Teacher EducationMarina Gall54. Using Mobile Technologies and Problem-Seeking Pedagogies to Bridge Universities and WorkplacesJulie Ballantyne55. Applications of Technology in Music Education from Selected CountriesBenon Kigozi56. Defining and Acknowledging Music Education Technology in Music Teacher TrainingLauri V?kev?57. Learner Engagement and Technology IntegrationMichael MedvinskyWhat are the ramifications of technology and technological change on music teacher education programs?What tensions exist in terms of credentialing and accreditation? Whose responsibility is it for professional development and certification?Core Perspectives 4B58. Faculty Development in and through the Use of ICTPatricia Gonzalez59. Educators' Roles and Professional DevelopmentEvangelos Himonides60. Music Technology Pedagogy and CurriculaDavid A. WilliamsFurther Perspectives 4B61. Why Isn't Music Education in the US more 21st Century PC?Barbara Freedman62. Generating Intersections between Music and TechnologyMatthew Hitchcock63. Preparing for Change and UncertaintyValerie Peters