Perhaps this is not all because of the tools themselves, but various structural issues inside institutions that can create roadblocks toward effective teacher and student engagement in those mediums. Wang 2016įurther, the potential for distraction when not directed in a specialized manner is a significant risk for the fragile attention of students:įor many, technology has become a catalyst for distraction and off task behavior with students, tweeting, or prowling through YouTube when they’re supposed to be listening to the teacher or doing classwork promotes a lack of focus. Many schools have abandoned using iPads, for example, and online learning has yet to live up to its promises. While more teachers say they welcome technology, most gadgets and digital techniques haven’t shown they can boost learning. What seems like the attractive potential involved in the incorporation of heavily marketed technology components can often have wildly disparate learning outcomes: The results of these approaches can be heavily mixed, even after accounting for factors of faculty, facilities, students, and available financial resources. Often these technologies take the forms of computer labs, keyboard labs, classroom (or even school or grade-wide) iPad use, and the integration of a host of online resources that allow the creation, notation, and multimedia exploration of various musical genres. Yet the increasing excitement over the creative potential of hardware, software, interactive e-books, and online resources has often failed to materialize in many modern secondary school environments, even in those that have the monetary means to circumvent the often prohibitive costs involved in purchases of hardware. Almost seven years after the introduction of the iPad it would seem a school’s ability to augment and enrich student’s experience has never been more varied, customizable, and accessible.

The promise of music technology as a tool for student engagement has never been greater.

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