Policy, Standards, and Assessment in Technology-Based Music Instruction

Abstract

This chapter examines the intersections of technology-based music instruction, education policy, and education standards. Theoretical foundations of music teaching and technology-based instruction have influenced the ways in which technology has been integrated into music classrooms. This chapter provides an analysis of the treatment of technology in education policy documents in the United States, and ways in which standards and policies have both shaped and been shaped by theoretical perspectives on technology-based education in music classrooms. Finally, It discusses the outcomes of technology-based music education that should be considered assessable, and suggests ways that preservice and in-service teachers might approach assessment of students’ learning.