Abstract
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Author supplied keywords
- Adaptive technology
- Administrative technologies
- Africa
- African context
- Apprenticeship
- Aristotle
- Assimilation
- At-risk student
- Augmenting music
- Authentic processes
- Authority
- Autonomy
- Autonomy popular music
- Behavior change
- Celebrities
- Change
- Children
- Choice
- Classroom
- Classroom music teaching
- Collaboration
- Collaborative model
- Commodification
- Communication
- Communities of musical practice
- Communities of response
- Community
- Community music
- Composition
- Conservatory model
- Constructionism
- Context
- Contextual
- Creation
- Creative literacy
- Creative practice
- Creativity
- Credentialing
- Culture
- Curriculum
- Democratic education
- Deterritorialization
- Differentiation
- Digital arts
- Digital audio workstations
- Digital citizenship
- Digital culture
- Digital instruments
- Digital learners
- Digital literacies
- Digital media
- Digital music
- Digital natives
- Digital pedagogy
- Digital technology
- Disabilities
- Disease control
- Distinction
- Diversity
- East timor
- Education
- Education 3.0
- Education policy
- Education technology
- Educational change
- Educational technologies
- Electronica
- Empowerment
- Enabling technologies
- English secondary schools
- Ensembles
- Epistemology
- Equity
- Ethnography
- Ethnomusicology
- European perspectives
- Evidence-based education
- Exploration
- Facilitator
- Faculty development
- Fear of change
- Finland
- Flow
- Futurism
- Gcse examination
- Gender issues
- Globalization
- Greek education
- Groove
- Guinea
- Health
- Heidegger
- Higher education
- Higher education change
- Higher music education
- Hip-hop
- Humans
- Ict in music education
- Implementation
- Inclusion
- Inclusive
- Informal learning
- Informal music learning
- Information and communication technology
- Information communications technology
- Initial teacher education
- Innovation
- Innovative pedagogies
- Instrument-making
- Integration of technology
- Interaction
- Interest-driven learning
- International
- Internet
- Internet evolution
- Invention
- Irrelevant
- Learner agency
- Learner-centered
- Learner/musician
- Learners with exceptionalities
- Learning
- Learning and teaching
- Learning resources
- Limitations
- Linguistic relativity
- Literacies
- Living well with less
- Local
- Local context
- Long-distance learning
- Maker space
- Makers
- Mediatization
- Metaphor
- Mobile learning
- Mobile technologies
- Motivate
- Multiarts
- Multimedia
- Music
- Music education
- Music education curriculum
- Music education technology
- Music experience
- Music fluency
- Music learning
- Music literacy
- Music making
- Music notation
- Music teacher attitudes
- Music teacher certification
- Music teacher education
- Music teacher educators
- Music teacher preparation
- Music teacher roles
- Music teachers’ concerns
- Music technologies
- Music technology
- Music theory
- Musical analysis
- Musical intelligence
- Musical subjectivity
- Musically educated
- Musicians workshop
- Musicianship
- Musicking
- Narcissism
- Networked technologies
- New media
- Non-formal music education
- Notation
- Ofsted
- Opportunities
- Out-of-school learning
- Parochial practice
- Participation
- Participatory culture
- Participatory music
- Passeur culturel
- Pedagogical fundamentalism
- Pedagogical paradigms
- Pedagogy
- Pedagogy in-service preservice
- Peer-to-peer learning
- Performance
- Perspective
- Piano
- Place
- Place philosophy
- Play
- Pluralism
- Poiesis
- Policy
- Pop
- Pop music
- Popular music
- Portfolios
- Postsecondary music education
- Power
- Practice-led enquiry
- Praxis shock
- Pre-service teachers
- Preservice teachers
- Pressure
- Primary schools
- Problem-finding
- Professional development
- Prosumer
- Public health communication
- Radical pedagogy
- Recording
- Rhythmic video games
- Rhythmic video games music technology
- Risk
- Role of technology
- Romanticism
- Savoring
- Scepticism
- School classrooms
- School experience
- School music
- School-based routes
- Self led development
- Self-determination
- Sequencing
- Skill development
- Slow food
- Slow music
- Social
- Social technologies
- Sociocultural
- Sociology
- Software
- Sound and place
- Sound recordings
- Spreadability
- Stakeholders
- Teacher attitudes
- Teacher certification
- Teacher education
- Teacher educator
- Teacher preparation
- Teacher resistance
- Teacher training
- Teaching
- Teaching with technology
- Techno-human future
- Technogenesis
- Technological affordances
- Technological assimilation
- Technological determinism
- Technological limitations
- Technologies
- Technology
- Technology access
- Technology and music creativity
- Technology competencies
- Technology integration
- Technology skill development
- Technology traditions
- Technology use philosophies of technology
- Techné
- Teenagers
- Texas music education
- Tools
- Totally pedagogized society
- Totally technologized society
- Tpack
- Triple revolution
- Twenty-first-century skills
- Universal design for learning
- Vulnerability
- Well-being
- West
- West africa
- Youth
Cite
CITATION STYLE
APA
Ruthmann, S. A., & Mantie, R. (2017). The oxford handbook of technology and music education. The Oxford Handbook of Technology and Music Education (pp. 1–700). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780199372133.001.0001
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