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Stevens","","The article traces how Information and Communication Technology (ICT) became a taken-for-granted tool in music teaching and learning in Australia. Written from the author’s dual role as music education historian and early technology adopter, it combines largely autobiographical reflections with engagement of recent scholarly perspectives. It examines curriculum expectations versus the “afterthought” nature of ICT inclusion, and argues adoption depends on teacher-education opportunities for ICT and on individual teacher motivation and commitment.",{"@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/the-evolution-of-technology-based-approaches-to-music-teaching-and-learning-in-australia-a-personal-journey-robin-s-stevens/593930/",{"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/the-evolution-of-technology-based-approaches-to-music-teaching-and-learning-in-australia-a-personal-journey-robin-s-stevens/593930.png","ImageObject",300,407,{"name":92,"@type":93},"Franzy","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why does the article explore the emergence of ICT in Australian music education?","Question",{"text":112,"@type":113},"It asks how technology-based pedagogical approaches entered music education in Australia, despite ICT now being broadly assumed and even recommended or required in curriculum guidelines.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How is the article structured?",{"text":117,"@type":113},"It is written from a dual perspective: largely autobiographical in the first part, then focused on recent scholarly opinion and reflections on future directions.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors does the article identify as key to adopting technology-based music learning?",{"text":121,"@type":113},"Adoption is argued to rely on adequate ICT opportunities in teacher education and on individual teacher motivation and commitment.","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},593930,1792175862,{"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":39,"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,"preview_page_count":4},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","The evolution of technology-based  \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  \napproaches to music teaching and learning in Australia: A personal journey  \nRobin S. Stevens  \nMelbourne Conservatorium of Music, The University of Melbourne  \nAbstract  \nThe use of Information and Communication Technology (ICT) as a tool for teaching and learning both in Australia and overseas is now very much taken for granted across all areas of learning and at all levels of education. But how did this addition to the range of pedagogical means and methods employed in music education come about?  \nThis article is written from a dual perspective – as a music education historian and as an early adopter and promoter of technology-based approaches to music education in Australia. The first part of the article is largely autobiographical as I recount my experiences as a tertiary academic with reference to developments in technology infrastructure (hardware and software) and associated pedagogies.  \nIn the second part, I refer to recent scholarly opinion on technology in music education and then reflect on future directions and possibilities. Although curricula produced by education authorities advocate the embedding of technology in all learning areas, the inclusion of ICT in curriculum guidelines has been described as ‘an afterthought’. It is argued that adoption of technology-based approaches to music learning is reliant on two factors – adequate opportunities for ICT in teacher education, and individual teacher motivation and commitment.  \nKey words: music education; information and communication technology; Australia; teacher education; computerassisted instruction, online instrumental music tuition  \nIntroduction  \nThe use of Information and Communication Technology (ICT) as a tool for teaching and learning both in Australia and overseas is now very much taken for granted across all areas of learning, including music, and at all levels of education (Baskin & Williams, 2006; Sarkar, 2012; Savage, 2010; Wastiau et al., 2013; Whelan, 2008). Indeed, the inclusion of ICT was specifically recommended in the Report of the National Review of School Music Education (Australian Government Department of Education, Science and Training, 2005) and is now at least nominally required by Federal, State and Territory authorities in school curriculum guidelines. But how did the addition of technology-based approaches to the range of pedagogical means and methods employed in music education come about in Australia?  \nMy approach to the writing of this article is as a music education historian and asanearly adopterand promoter of technology-based approaches to music education in Australia. In the first part of the article, I recount my experiences as a tertiary academic at Deakin University (1977-2008) where I was able to utilise a range of technology-based applications in my teaching of music and music education. I have drawn principally on my own published articles and conference papers as well as other contemporaneous materials to document and explain the development of technology-based approaches to music education in Australia generally and more particularly in Victoria. The first part of the article is therefore largely autobiographical and aims to document the evolution of technology-based approaches to music education in Australia with reference to developmentsin technology infrastructure (hardware and software) and associated pedagogies.  \nThe second part of this article draws on some recent articles to further document the developments associated with this pedagogical approach to music teaching and learning and to reflect on future directions and possibilities. Several writers have documented the evolution of technology as it has been applied to music education, chief among whom is Crawford (2009) who looked specifically at the adoption of technology in secondary music education.  ","cbCain4m0iMd5aS3","https://ap.wps.com/l/cbCain4m0iMd5aS3","pdf",205505,11,"English","# Abstract\n## Introduction\n## The journey\n### PLATO and Music CAI","[{\"question\":\"Why does the article explore the emergence of ICT in Australian music education?\",\"answer\":\"It asks how technology-based pedagogical approaches entered music education in Australia, despite ICT now being broadly assumed and even recommended or required in curriculum guidelines.\"},{\"question\":\"How is the article structured?\",\"answer\":\"It is written from a dual perspective: largely autobiographical in the first part, then focused on recent scholarly opinion and reflections on future directions.\"},{\"question\":\"What factors does the article identify as key to adopting technology-based music learning?\",\"answer\":\"Adoption is argued to rely on adequate ICT opportunities in teacher education and on individual teacher motivation and commitment.\"}]","The evolution of technology-based approaches to music teaching and learning in Australia - A personal journey - Robin S. Stevens | PDF",1792078203,28]