The Oxford Handbook of Technology and Music Education

Contents

• CONTENTS
• Foreword - Peter Webster and David B. Williams
• Introduction - Roger Mantie and Alex Ruthmann
• SECTION 1: EMERGENCE AND EVOLUTION
• What 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 1A
• 1. Thinking about Music and Technology
• Roger Mantie
• 2. Technology in Music and Music Education in England
• and Across Europe
• Marina Gall
• Further Perspectives 1A
• 3. Savoring the Artistic Experience in an Age of Commodification
• Chee Hoo Lum
• 4. Music Technology in Ethnomusicology
• Gabriel Solis
• 5. The Role of Place and Context
• Janice Waldron
• 6. Slow Music
• Rena Upitis
• 7. Then and Now
• David A. Williams
• How 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 1B
• 8. Globalization and Technology in 21st Century Education
• Samuel Leong
• 9. Technology in the Music Classroom in Greece
• Smaragda Chrysostomu
• Further Perspectives 1B
• 10. Building a Broad view of Technology in Music Teacher Education
• Heidi Partti
• 11. Technology in the Music Classroom in Kenya
• Emily Akuno
• 12. Pondering an End to Technology in Music Education
• Joe Pignato
• 13. A Software Creator's Perspective
• Joe Berkovitz
• 14. Where Might We Be Going?
• Jonathan Savage
• 15. Loaded Questions for an Emerging World
• John-Morgan Bush
• 16. Music Learning in Music Education
• Jason Chen
• SECTION 2: LOCATIONS AND CONTEXTS: SOCIAL AND CULTURAL ISSUES
• What 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 2A
• 17. Critical Perspectives from Africa
• Benon Kigozi
• 18. Interest-driven Music Education
• Kylie Peppler
• 19. Situating Technology Within and Without Music Education
• Joe Pignato
• Further Perspectives 2A
• 20. Human Potential, Technology and Music Education
• Smaragda Chrysostomu
• 21. Placing Technology within Music Education Communities
• Ailbhe Kenny
• 22. The Promise and Pitfalls of the Digital Studio
• Ethan Hein
• 23. Musicking and Technology in Sweden
• Bo Nilsson
• 24. Exploring Intersections of Technology and Music Education
• Gillian Howell
• How 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 2B
• 25. Pedagogical Fundamentalism to Radical Pedagogy in Music Education
• Heidi Partti
• 26. Society, Schools, and Music Learning
• Valerie Peters
• 27. Locating Technology within Music Education
• Evan Tobias
• Further Perspectives 2B
• 28. Technology in Perspective: Who is in Control?
• Patricia Gonzales
• 29. The Curious Musician
• Leah Kardos
• 30. On Becoming Musical: Technology, Possibilities and Transformation
• Gena Greher
• 31. The Role of Music in Public Health Education
• Carlos Chirinos
• 32. Thinking and Talking about Change in Music Education
• Roger Mantie
• 33. A Sociological Perspective on Technology in Music Education
• Ruth Wright
• SECTION 3: EXPERIENCING, EXPRESSING, LEARNING, AND TEACHING
• What 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 3A
• 34. Power and Choice in the Teaching and Learning of Music
• Chee-Hoo Lum
• 35. Music Fluency for Music Creation and Composition
• Barbara Freedman
• 36. Playing (in) the Digital Studio
• Ethan Hein
• Further Perspectives 3A
• 37. Considering Music Technology and Literacy
• Jay Dorfman
• 38. Technology and Collaboration for People with Significant Disabilities
• Donald DeVito
• 39. Prosumer Learners and Digital Arts Pedagogy
• Samuel Leong
• 40. A Pluralist Approach to Music Education
• James Humberstone
• 41. Augmenting Music Teaching and Learning with Technology and Digital Media
• Evan Tobias
• 42. Possibilities for Inclusion with Music Technologies
• Deborah Vanderlinde
• What 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 3B
• 43. Limitations of Technology in Community Music
• Gillian Howell
• 44. Meaningful and Relevant Technology Integration
• Michael Medvinsky
• 45. The Convergence of Networked Technologies in Music
• Teaching and Learning.
• Janice Waldron
• Further Perspectives 3B
• 46. Narcissim, Romanticism, and Technology
• Evangelos Himonides
• 47. Pedagogical Decision Making
• Ryan Bledsoe
• 48. Equity and Access in Out-of-School Music Making
• Kylie Peppler
• 49. Technology, Sound, and the Tuning of Place
• Sandy Stauffer
• SECTION 4: COMPETENCE, CREDENTIALING, AND PROFESSIONAL DEVELOPMENT
• Should 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 4A
• 50. Traditions and Ways Forward in the United States
• Jay Dorfman
• 51. Technology and Invisibility in Music Teacher Education
• Gena Greher
• 52. Authentic Approaches to Music Education with Technology
• Jonathan Savage
• Further Perspectives 4A
• 53. Technology in Music Initial Teacher Education
• Marina Gall
• 54. Using Mobile Technologies and Problem-Seeking Pedagogies to Bridge Universities and Workplaces
• Julie Ballantyne
• 55. Applications of Technology in Music Education from Selected Countries
• Benon Kigozi
• 56. Defining and Acknowledging Music Education Technology in Music Teacher Training
• Lauri Vakeva
• 57. Learner Engagement and Technology Integration
• Michael Medvinsky
• What 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 4B
• 58. Faculty Development in and through the Use of ICT
• Patricia Gonzalez
• 59. Educators' Roles and Professional Development
• Evangelos Himonides
• 60. Music Technology Pedagogy and Curricula
• David A. Williams
• Further Perspectives 4B
• 61. Why Isn't Music Education in the US more 21st Century PC?
• Barbara Freedman
• 62. Generating Intersections between Music and Technology
• Matthew Hitchcock
• 63. Preparing for Change and Uncertainty
• Valerie Peters