Music Technology in the Preschool? Absolutely!

Promoting Gender Inclusivity in General Music (part 2): Considerations for Using Technology

“…Focusing on each student’s individual skills and interests may prove successful in assisting learners of all genders (Comber et al, 1993). Technology can be used in developmentally appropriate ways (Nardo, 2008), and can assist in enhancing assessment practices (Bauer, 2015), providing feedback to students, increasing self-expression (see Carlisle, 2014), differentiating instruction (Bauer, 2015; Burns, 2006), and creating accessible options for students with special education needs (Bauer, 2015; Criswell, 2014). Students of all genders enter music classrooms with varying levels of experience with and interest in using technology, so teachers should endeavor to get to know the experiences and interest of individuals.…”

“…While we recognize that technology changes rapidly, we believe suggestions from previous research are likely still applicable for today's music classrooms. We also recommend reviewing additional resources for specific ideas and programs that can help teachers successfully incorporate technology and include all learners (e.g., Bauer, 2015;Burns, 2006Burns, , 2016Carlisle, 2014;Criswell, 2014;Krueger, 2015;Nardo, 2008). Although there will likely be costs associated, teachers may be able to locate ideas to help children get involved in electronic music production outside of classrooms (e.g., Peresta, n.d.) and share these ideas with family members as well.…”

“…We selected music technology for the second article for several reasons. First, music technology can be a significant positive force in music classrooms, with the potential to enhance music making and creativity (Burns, 2006(Burns, , 2016Carlisle, 2014;Criswell, 2014;Krueger, 2015;Nardo, 2008). Second, scholars have noted differences in music technology practices in terms of gender (e.g., Armstrong, 2011;Comber et al, 1993;Green, 2014;Shibazaki & Marshall, 2013).…”

Research advancement and foci of mobile technology-supported music education: a systematic review and social network analysis on 2008-2019 academic publications

“…The green cluster focused on developing appropriate music educational resources for different user groups. For example, Nardo (2008) provided recommendations on use of music technologies for preschool children. Jenson et al (2016) explored how high school-aged students learning music through mobile games significantly impacted their music knowledge and skills.…”