ABSTRACT
Technology has become increasingly important in music learning, providing tools that can mediate self-directed as well as collaborative learning. This chapter considers the question of what it means to be connected and collaborative in musical learning that is mediated by digital tools. We explore four contexts to highlight the benefits that technology can bring, but also the challenges it presents in relation to collaborative music learning. Within those contexts, case study examples demonstrate some ways in which technology may mediate collaborative, creative and inclusive practices in music learning and participation across the lifespan. We conclude the chapter with some critical questions about traditional dichotomous ways of thinking about virtual and physical spaces and a discussion concerned with the commonalities as well as the differences in technology-mediated collaborative music learning within contrasting contexts and life stages.
