ABSTRACT
The advent of various technologies and technological modalities has, naturally, affected music education, and the way that teachers engage, challenge, and support music students in their musical development. However, it appears that some teachers tend to have a limited view of technology and music, and there is a sense that it would be beneficial for them to see the bigger picture of the potential role of music technology within educational contexts (Himonides 2012a, 2012b; Himonides and Purves 2010). Ironically, the music-educational avenues that technology opens up are wider than ever before, and the distinction between formal and informal learning is becoming increasingly blurred, with the two existing on a fuzzy – if rich – continuum of educational opportunities.
