
Contents
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The “Musicking” Humanity's Timeline The “Musicking” Humanity's Timeline
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The “Unforeseen” Effective Technology The “Unforeseen” Effective Technology
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Visualizations: Intent and Moral Practice Visualizations: Intent and Moral Practice
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Music Technology for Assessing Brilliance Music Technology for Assessing Brilliance
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A Ribbon for Evaluating Beautiful Singing in Real Time A Ribbon for Evaluating Beautiful Singing in Real Time
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Technology for Reinstating Vocal Identity Technology for Reinstating Vocal Identity
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Antennae Pointing to “Amusia” Antennae Pointing to “Amusia”
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Sounds of Intent Sounds of Intent
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SoundJunction SoundJunction
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Usability of Music for the Social Inclusion of Children Usability of Music for the Social Inclusion of Children
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Raising the PianoBar Raising the PianoBar
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Two Musical Brains in Sync Two Musical Brains in Sync
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Conclusion Conclusion
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Reflective Questions Reflective Questions
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Acknowledgment Acknowledgment
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Key Sources Key Sources
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Websites Websites
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Note Note
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References References
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5.2 The Misunderstanding of Music-Technology-Education: A Meta Perspective
Get accessEvangelos Himonides PhD held the University of London's first ever lectureship in music technology education. He is now Reader in Technology, Education and Music at University College London (UCL), where he teaches extensively on the Master’s program in Music Education and supervises doctoral and post-doctoral researchers. Evangelos edits the Society for Education and Music Psychology Research (SEMPRE) conference series, is associate editor of The Journal of Music, Technology and Education (JMTE), associate editor of Logopedics Phoniatrics Vocology, and associate editor of Frontiers in Psychology. Dr Himonides has developed the free online technologies for Sounds of Intent (soundsofintent.org & eysoi.org) and is a Chartered Fellow (FBCS CITP) of the British Computer Society.
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Published:06 November 2012
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This version:December 2019
Updated in this version:
Updates
This version of the article reflects changes made in the paperback edition [9780190674564].
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Abstract
This article explores the concept of “technology” within the wider contexts of music and education. It draws upon a recent position paper by Himonides and Purves (2010), which argues that technology should not be viewed as a solution for the music educator to apply in the classroom. “Music technology” should be treated like any other tool that supports learning and teaching; helps us engage with valued forms of knowledge; celebrates and recognizes the importance of prior learning and experience; requires the teacher to scaffold learning; needs assessment to be congruent with learning; promotes the active engagement of the learner; fosters both individual and social processes and outcomes; recognizes the significance of informal learning; depends on teacher learning; and, finally, demands consistent policy frameworks with support for teaching and learning as the primary focus.
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