Research Purpose

The purpose of this study is to examine and evaluate the ways in which
private instrumental students use technology to enhance their music
education, and in their own musicking. By identifying the uses, as well as
benefits and detriments of music technology, it is possible to highlight and
advocate the effectiveness of various technologies in music education.

Research Rationale

As Thwaites (2014) notes, “Digital technology is no longer the ‘next big

thing’; it now appears to be the only thing, at least in the medium term, and
for many, it is coming to dominate home life, school life and work practices”
(p. 30). Although technology offers many benefits, there are also many
possible drawbacks. Because technology is such a dominant part of our
everyday lives, it should be studied how it can be most effectively used in
music education. Additionally, there are plenty of articles detailing the usage
of technology by educators, and in the school classroom, but very few studies
looking at how private instrumental music studio students use music
technology to further their education, and in their everyday musicking.

Research Questions

1. What technology do private instrumental students use for education or

musicking?
2. How is technology useful to private instrumental students?
3. How is technology a hinderance to private instrumental students?

Literature Review

Bennett, M., & Parise, M. (2014). Computer technology: Possibilities and

pitfalls. Childhood
Education 90(5), 365-369. DOI: 10.1080/00094056.2014.952579

Bennett and Parise offer a balanced view of educational technology

usage, presenting both pros and cons for the inclusion of computer
technology into education. The authors ultimately place the obligation on
the educator to exercise appropriate and effective pedagogical usage, taking
care to reinforce academic and social issues. This article does not address
music education specifically, but does offer a practical approach to some of
the pitfalls of technology use in education, as compared to Thwaite’s
philosophical approach.
Kuzmich, J., Jr. (2010). Using smart phones for music education. Choral
Director, 7(5), 22-24.

Kuzmich offers many suggestions for using smartphones in music

education. From metronome apps, to music production apps, to instrument
apps, the author of this overview gives practical examples for educators to
take advantage of a tool found in the pocket of almost all teachers and
students these days. Noticeably absent, however, is any mention of Youtube
or Garageband, two of the most popular music related apps amongst many
students.

Swanson, C. (2008). The private studio: The effective private studio teacher.
Journal of Singing -
The Official Journal of the National Association of Teachers of Singing,
65(2), 219-223.

In this article, Swanson offers suggestions for effective private studio

teaching for the private studio voice teacher. Among these suggestions is
the constructive use of technology. Swanson only details technology usage
for administrative tasks, however. Suggestions include use by teachers to
keep track of students information, as well as students’ use to keep track of
their personal practice time and details. Swanson does not offer any
suggestions for technologies use in skill development or acquisition.

Thwaites, T. (2014). Technology and music education in a digitized,

disembodied, posthuman
world. Action for Change in Music Education, 13(2), 30-47.

In this article, Thwaite explores the ever-increasing role of technology

in the lives of humans, and the ways that this fact influences, and is
influenced by music education. Thwaite highlights issues caused by
technology, such as the potential dumbing down of students who have
immediate access to any information. Through the philosophical inquiry of
Martin Heidigger, Thwaite posits a reimagining of what it means to be
musical in a digital age. This article provides an alternative viewpoint to the
proliferation and championing of technology in music.

Zhukov, K. (2015). Exploring the role of technology in instrumental skill

development of
Australian higher education music students. Australian Journal of
Music Education, 2,
66-77.
 Zhukov presents the quantitative findings of a survey on the role of
technology in the instrumental skill development of higher education
students. This is one of the few studies to address technology in
instrumental lessons, as opposed to general classroom use. A survey was
developed to determine students’ attitudes towards the use of a software
developed specifically for analysis of music performance. The survey was
administered to 189 higher education students in Australia. Results showed
that YouTube, Garageband, and Sibelius were the most popular technological
tools amongst music students. This paper offers a quantitative take on
research similar to my own.