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The study begins with a collective case study involving eight teachers to assess readiness for the next decade of music education. Findings indicate that more experienced teachers shifted strategies to integrate technology and reframe its value, while younger teachers adopt and use it more readily and effectively. Results will guide design for the next research cycle.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/changing-technology-and-new-perspectives-on-music-teaching-strategies-abstract-and-introduction/594171/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/changing-technology-and-new-perspectives-on-music-teaching-strategies-abstract-and-introduction/594171.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-21","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the longitudinal research project described in the abstract?","Question",{"text":112,"@type":113},"The project examines how music curricula and teachers’ perspectives on technology and teaching approaches will change as technology evolves during the 2020s.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were teachers involved in the study?",{"text":117,"@type":113},"Eight teachers participated in a collective case study to investigate their readiness for the next decade of music education.",{"name":119,"@type":110,"acceptedAnswer":120},"What differences did the study observe between more experienced and younger teachers?",{"text":121,"@type":113},"More experienced teachers shifted strategies to better integrate technology and changed how they valued it, while younger teachers adopted and used technology more readily and with greater effect.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594171,1792192455,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Changing technology and new perspectives on music teaching strategies  \na u s t r a l i a n  \na  \ns o c i e t y  \ns  \nf o r m u s i c  \nm  \ne d u c a t i o n  \ne  \ni n c o r p o r a t e d  \nPan-hang Tang, Department of Cultural and Creative Arts, The Education University of Hong Kong, Hong Kong, China  \nAbstract  \nThis article is the starting point of a longitudinal research project, The New Era of Music Education: Technology, Creativity, and Policy. This project investigates how music curricula and teachers’ perspectives on technology, technological competency, and approaches will transform owing to the evolution of technology over the 2020s. Eight teachers participates in a collective case study to investigate their readiness for the next decade of music education. It showed that some more experienced teachers had shifted their teaching strategies to better integrate technology and have transformed their perspectives on its value in music teaching, while younger teachers embrace and utilise technology more readily and to greater effect. These findings will help to inform the research design of the next cycle of this longitudinal study.  \nKey words: IT-assisted teaching; transformative learning; paradigm shift  \nIntroduction  \nThe beginning of the change  \nNew and emerging technologies have been changing peoples’ lives (Baron, 2013) at an increasing pace over the past few decades. Music educators have long recognised technology’s potential for promoting effective music education (e.g. Stevens, 1982, 1991). Some Asian countries began including technology in their music curricula in the early 2000s (Chen, Imada, Kang, Mohamad Shah & Tang, 2019). In Hong Kong, the educational reforms started in 2001, emphasising IT-assisted1 teaching (Curriculum Development Council, 2001). Table 1 details the Hong Kong Curriculum Development Council’s official recommendations for technology-based music learning activities (Curriculum Development Council, 2003).  \n1 IT stands for information technology.‘IT-assisted teaching’ is a term commonly used in Hong Kong to refer to teaching methods that involve the use of computers, mobile technology and the Internet.  \nCrow (2006) suggested that the integration of technology into music teaching could enhance students’ creativity. This explains why many of the activities in Table 1 are related to creating, notating and recording music. As part of a separate project (Tang, 2012), I interviewed the head music teachers of four schools in Hong Kong between 2005 and 2007 to investigate how they utilised IT-assisted resources and strategies in their teaching. These teachers’ schools were considered pioneers of IT-assisted music teaching: while the curriculum only requires a school’s music room to have one desktop computer with a sound card, a MIDI keyboard, speakers and headphones (Curriculum Development Council, 2003, p. 65), these four  \nschools had received extra funding from the Quality Education Fund (2014) and had more than 20 computer workstations in their music rooms. Table 2 shows these teachers’ use of hardware, software and teaching methods.  \nAustralian Journal of Music Education 99  \nTable 1. The components involving technology in Hong Kong music curriculum.  \n\n| Level | Learning Objective | Recommended Learning Activities |\n| --- | --- | --- |\n| Key Stage 1\u003Cbr>(Primary 1 –\u003Cbr>Primary 3) | Students will learn to create / improvise using basic skills, simple music ideas and different sounds. | Creating sounds using voice, instrument(s) or electronic means to show the high / low, loud / soft, long / short, fast / slow, thick / thin and melodic direction of a piece of music. |\n| Kay Stage 2\u003Cbr>(Primary 4 –\u003Cbr>Primary 6) | Students will learn to create / improvise music with structure and organisation. | Creating a sound project employing different changes of music elements (e.g. tempo, texture, dynamics and tone colours) obtained from a wide range of means including the use of IT. |\n|  | Students will","cbCaisZFtbq4QZgz","https://ap.wps.com/l/cbCaisZFtbq4QZgz","pdf",139379,11,"English","# Abstract\n# Introduction\n## The beginning of the change\n## Technology and music education policies\n## Prior approaches and classroom practices\n## Creative process and learning environment","[{\"question\":\"What is the main focus of the longitudinal research project described in the abstract?\",\"answer\":\"The project examines how music curricula and teachers’ perspectives on technology and teaching approaches will change as technology evolves during the 2020s.\"},{\"question\":\"How were teachers involved in the study?\",\"answer\":\"Eight teachers participated in a collective case study to investigate their readiness for the next decade of music education.\"},{\"question\":\"What differences did the study observe between more experienced and younger teachers?\",\"answer\":\"More experienced teachers shifted strategies to better integrate technology and changed how they valued it, while younger teachers adopted and used technology more readily and with greater effect.\"}]","Changing technology and new perspectives on music teaching strategies - Abstract and Introduction | PDF",1792078653,28]