Over the past fifteen years, I have been involved several times in the development of technology for music education.
For example, I helped design a website featuring music education apps with accompanying lesson formats and activities, developed music games for an interactive outdoor play installation for playgrounds and schoolyards, explored how teachers might be encouraged to use music-related activities in a digital environment, and advised the production of videos with energisers and accompanying lesson materials.
Developing expertise in technology development
What made this challenging was that, as a domain expert in music education, I had to operate in design teams with technicians, programmers, DTP designers, UX developers, and others—without having been trained for that.
During my studies at the conservatoire, we occasionally had guest lectures about music-making technologies, and I remember a few lessons on how to use notation software and studio software. I also recall a project aimed at developing a music method or lesson series.
However, we never had lessons on how to contribute to the development of technology—and strangely enough, many music teacher education programmes at conservatoires still do not offer such training today.
Training domain experts in developing technology for music education
Looking back at the roles I have played in various development teams, I can now clearly see the elements I missed in my formal conservatoire training. And to be clear: I could not have foreseen —and neither could my teachers— that I would one day be involved in such development teams—nor was that an obvious career path for most music teachers at the time.
What I have missed in my training
Over the years, I have had to learn for myself, for example:
- How a development process works,
- The language needed to communicate effectively with experts from other domains,
- What your role is as a domain expert in music education,
- That your contribution as a music teacher in a development team is just as valuable to the design process as that of any other professional in the team.
Yet, with the rapid technological developments that education is currently facing, it has become essential to prepare future music teachers to use technology in meaningful ways.
Moreover, there is a real chance that as a music teacher you will be involved in the development or testing of technology in your music lessons. In fact, involving the target group during the development process is recommended by research on educational technology design.
In conclusion
Some considerations based on my experience:
- Involve the right professionals in your design team. Having an affinity with music helps when developing technology for music education, but it is not enough to ensure quality. Involving musicians—even those trained at a conservatoire—is no guarantee for the successful implementation of technology in music education. What you need is the domain expertise of professionals trained as music teachers, ideally those with experience in developing technological applications for education.
- As a domain expert in music education, you are responsible for safeguarding both the quality of the technology being developed and the possibilities for applying that technology in high-quality music education.
- Developing technology for education does not automatically mean that it will be used. Marketing alone will not make that happen. The field you are addressing often lacks training in using technology and may still need to discover its added value.
- Be aware of your blind spots. You represent only a small segment of music education—namely, the part you personally know. Therefore, involve others when shaping your advice. In practice, this means engaging in dialogue with other experts, your target group, and your users.
- Test not only the technology itself but also its application. Learn from that process, then test again to learn even more.
- Once the technology and its applications have been developed, there is still an important step to take: others need to become familiar with what you have helped create. Make sure that, after the development phase, there is sufficient room (read: budget and expertise) for marketing (and, in software development, maintenance).
A final note
Dear developer …
Implementing technology in education takes time. Acceptance of technology in a field that has yet to learn to embrace it requires patience and persuasion.
Dear music teachers and school leaders …
Participating in the testing of technology in your teaching is essential if you want access to better tools in the future—and to better understand how such technology can enhance your students’ learning. So, make time for it.
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