ABSTRACT
iPad technology is embraced by many music teachers for its alleged ability to contribute to student motivation and mastery. However, there is relatively little research on this. Some literature suggest that iPad can enhance students’ agency and alter learning content. In this chapter, it is explored how iPad in a design theoretical perspective can form the basis for an inclusive learning design in music by enhancing students’ involvement and influence on their own learning. In a design theoretical perspective iPad is considered an orchestration of potential resources for transformation and representation of musical expressions.
