ABSTRACT
The pace of engagement with new digital technologies in music education is proving to be slow. A key issue-and a major barrier to entry-is teacher skills and confidence to work with technology creatively. Following a concerted campaign from the technology industry, in spring 2013 the UK government agreed to introduce the subject of computing into the national curriculum for all children at the age of five. This was in response to a significant fall in the number and quality of students applying to study computer science at degree level. Following the Henley Review of Music Education (2011), a process of change was underway with new music education hubs being set the challenge of keeping pace with and increasing digital skills and engagement with live coding performance in music.
