chapter  2
Why Do We Educate in a Democracy?: Implications for Music Education
Pages 15

The author experiences as a teacher in schools, colleges, and community settings; he encounters colleague that feel intimidated or inadequately trained to integrate technology into their music teaching. Using technology in democratic music teaching hinges on buying into the people not into the technology. Democratic music teaching with music technology must be situated as a student-centered practice, as opposed to a curriculum that depends on any specific hardware or software platform; buy into the people, not the technology. In the spirit of giving voice to democracy, he integrates the perspectives of a community of educators that inhabit the delta where the river of music technology meets the reservoir of music education. Ideally, these perspectives should be as diverse as the community in which we live, but getting there, like democracy, is a process. Ultimately, these curated conversations are about harnessing technologies for music making in our respective journeys toward democratic destinations including individuality, possibility, accessibility, ability, community, and social justice.