
Contents
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Context Context
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Community Community
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Conclusion Conclusion
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References References
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21 “Placing” Technology within Music Education Communities
Get accessAilbhe Kenny holds a bachelor of education degree and master's degree in music education from St. Patrick's College, Dublin, and is currently pursuing a Ph.D. at the University of Cambridge. She currently holds the position of lecturer and coordinator of music education at Mary Immaculate College, University of Limerick. Research interests span examining communities of musical practice, local government and music, national music policy, children's representations of music and musicians in the classroom. Previous roles include working as a primary teacher in a mainstream, learning support and specialist music teacher capacity; arts education officer at ‘The Ark - A Cultural Centre For Children’ in Dublin; research fellow at St Patrick's College, Dublin; and leader of numerous professional development Ailbhe is also the co-founder of Irish Music Education (www.irishmusiceducation.ie).
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Published:10 August 2017
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Abstract
This chapter focuses on the themes of context and community in “situating” technology within music education in this part of this book. 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 policy-makers, 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.
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