Building an integrative conception of music technology pedagogy with digital audio workstations through a review of learning science research
Bibliographic Data
| ID | 22428473 |
|---|---|
| Authors | Daniel A Walzer (0000-0003-3826-1356, Indiana University Indianapolis, corresponding author) |
| Year | 2026 |
| Publication date | 2026-07-08 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Music, Technology & Education (JOURNAL) |
| Journal identifiers | ISSN: 1752-7066 • E-ISSN: 1752-7074 |
| Publisher | Intellect (PUBLISHER • GB) |
| DOI | 10.1386/jmte_00078_1 |
| OpenAlex | W7168142043 |
| Language | EN |
| References cited | 45 |
In the following theoretical article, the author reviews learning theories from the learning sciences to establish a broader conception of teaching and learning in music technology using digital audio workstations (DAWs). While DAWs are commonly used in music technology education to facilitate learning and creativity, less is known about building learning capacity over the long term with novice users. The review focuses on two primary theories, empirical and socio-historical and their connections to knowledge transfer, learning and student motivation. Following this review, the author proposes an integrative model of music technology pedagogy that draws on universal design, formative assessment, situated learning and cognitive load reduction. The article concludes with implications for teaching practice in music technology.
Digital audio · Educational technology · Formative assessment · Learning Sciences · Music education · Music technology · Situated · Situated learning · Workstation · Diverse Music Education Insights · Neuroscience and Music Perception · Visual and Cognitive Learning Processes
Problem-Based Learning
What is Education For? On Good Education, Teacher Judgement, and Educational Professionalism
Revisiting technological pedagogical content knowledge
A Meta-Analysis of the Impact of Service-Learning on Students
Why Minimal Guidance During Instruction Does Not Work
The Failure of Failure
Culturally Responsive Pedagogical/Andragogical Context Knowledge
Shibboleths in the studio
Who let the DAWs Out? The Digital in a New Generation of the Digital Audio Workstation
Philosophical Review of Pragmatism as a Basis for Learning by Developing Pedagogy
Culturally Relevant Science Teaching in Middle School
Education and thinking
Teachers' Technological Pedagogical Content Knowledge and Learning Activity Types
Questions concerning music technology
Sound acts
Collaborative Music-Making with Digital Audio Workstations
| Citation velocity | historical |
|---|---|
| Highly cited | No |