‘Placing’ technology within music education communities
The perspective in this chapter focuses on the themes of context and community in ‘situating’ technology within music education in this section. Here, the centrality of both musical and social interactions within technological developments is explored. Opportunities are discussed in light of the core perspectives provided to examine how we might develop further ways to engage learners in technology-mediated musical experiences that espouse collaborative knowledge building and learning through participation. As music educators, learners, researchers and/or policymakers we are prompted to challenge our assumptions about what technology within music education actually means to different contexts, places and peoples. An argument for fostering “communities of musical practice” within technology and music education is thus put forward.