ABSTRACT
As computing power grows, smaller battery-powered devices will replace desktop computers. The student’s mobile phone will be their main computing device. As the physical limitation of large boxes connected to power sockets disappears, computing devices will become almost as easily integrated into group work and ensembles as a flute. The need for some loudspeaker system will be the remaining physical limitation and so wireless in-ear monitoring will become widespread. The need for institutional infrastructure for shared loud speakers, printers, and screens/ projectors will remain. Students and faculty will be in continual electronic communications with others through their computer-phone. Membership of social networks including ensembles, interest groups, tuition lessons, and homework groups will blur across physical geographic boundaries to include others within network geographies. This will enable both larger and more niche interest grouping and open up increased opportunities for learning about music beyond the expertise or resources of the local institution. Students will be able to share their music with a wider audience and teachers will be able to collaborate with colleagues near and far more readily. More fluid electronic communications will make the management of information and privacy a more critical issue for parents and educational institutions. The location, analysis, and tracking of digital music content will become more sophisticated
I M P L E M E N T A T I O N
and the use and reuse of materials for educational purposes will become more complex before it becomes more straightforward.
