Abstract
Technology’s place in music education is largely related to how it is socially constituted. Despite how technology enables intersections of and blurred boundaries between ways of being musical, it is often situated in terms of hard boundaries and compartmentalized notions of musical engagement. Furthermore, music education often situates technology as tools without necessarily considering related social, cultural, or musical contexts. This chapter addresses how philosophical, pedagogical, and curricular perspectives play a key role in the types and degree of change that occur in relation to technology and music education. I propose that music educators reconceptualize curriculum and resituate technology to address social and cultural issues explicitly. I invite music educators to consider the potential of digitally mediated musical engagement within the contexts of curriculum as experience and as social reconstruction. I consider how such change might occur and conceptual frameworks that might help in forwarding such work.
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