Judith Bowman, Duquesne University; John Deal, Jack Taylor, Center for Music Research, Florida State University; Kimberly Walls, Institute for Music Research, University of Texas at San Antonio; and Peter Webster, Northwestern University

Too often we concentrate on the technical aspects of creating music applications without due consideration of their relationship to the targeted users. For example, sometimes we forget that computers are merely tools to help us reach musical goals. Often we get excited about the latest technology and assume our excitement will carry over to our students or colleagues–and are disappointed when this doesn't happen. Our excitement for technology isn't a bad thing, but we must also take the time to step back and evaluate where technology fits into our overall plans for attaining those musical goals. As this conference has progressed, we have been thinking about the "big picture" and the human issues involved in incorporating computer technology in music. This session represents an opportunity to openly express those issues. Collectively we can begin to develop a rationale, and possible a structure for the role that technology plays in our musical lives.

Some of the issues to be addressed include the following.

As students learn to use computers and music technology, teachers become interested in learning how to use technology in their teaching and research. There are several practical, logistical, and interpersonal concerns which must be addressed so teachers may successfully incorporate technology.

The music computing facility must be conveniently located, near faculty offices and music students. The equipment must be kept in good repair and have sufficient open hours for all music students. To achieve these goals, lab staff personnel are essential. Universities must lend financial support to music departments.

Each department must have at least one faculty "technology expert" who has a background in music education. The expert's responsibilities include the following items.

Release time is necessary so faculty may develop technology-related skills and revamp their courses. Mini-grants are a means of funding course materials development. Promotion and tenure judgments should take into account whether faculty are incorporating technology in their courses. Of course, each faculty member must have a networked office/studio computer that is compatible with current software. Faculty laptop computers facilitate using technology in classes and application development off-campus. The technology expert must have a reduced teaching load so they may maintain skills and knowledge in a constantly changing field as well as assist other faculty.

We must keep in mind that music learning is the first priority and that technology is used to achieve the goals of music teaching. Technology can motivate students to learn, especially if it makes learning more fun.

Technology should be used to enhance the traditional music curriculum, but some educators think that the existence of music technology will change the goals of the curriculum. There is debate over whether or not the learning outcomes of the traditional curriculum should be discarded, but there is a consensus that the curriculum must embrace new ways of experiencing music through technology. Music controllers others than MIDI keyboards be widely available and used.

There should be a collaboration to develop a new working model of music education that supports the National Standards in Music. Collaboration among music educators is important to develop applications. Collaboration with the computer science community would ensure that musical instruments other than MIDI keyboards are developed.

Music technology workshops should be provided for elementary, middle, and high school music educators. It is important to evaluate music education software and disseminate the evaluations. Openness towards all computing platforms is essential.

The following are some potential technologies that would be useful in music education.