ABSTRACT
For a number of years, concerns were voiced that the use of technology in learning and in musical practice could provoke isolation and difficulty with social interactions (Crook, 1994; Kusek, 1990). However, time, experience and research have demonstrated that, when well used, technologies facilitate rather than hinder learning as well as musical creation and interpretation in collaborative settings. Although some of these practices evolved before the appearance of the Internet, it is precisely the development of the World Wide Web, and more specifically of what is called Web 2.0, that have led to the breakdown of traditional models of communication, tending towards systems that facilitate interactivity and, consequently, collaborative creation and learning.
