ABSTRACT
This chapter explores some of the many benefits which can arise from the introduction of new technologies into school-level music education. New technologies are not a catch-all solution for problems around engagement and music education, but they have significant value as a tool for battling disaffection, therefore. Fears about the introduction of new technologies into music education are unfounded, Gall and Breeze argue: 'Teachers' initial concerns that their pedagogies would need to be adapted when introducing computers into the music classroom proved unfounded'. The 'levelling out' of abilities which music technology can sometimes bring should never be seen as an end in itself. Teresa Dillon, like Louise Cooper, feels that new technologies are best seen as a complement to rather than a replacement for more traditional equipment in music education. New technologies such as GarageBand are not an individually perfect solution to the difficulty of engagement at Key Stage 3 (KS3).
