This article reports findings from a study of English pre-service music teachers’ thoughts on their work with ICT within a one-year teacher education course (Postgraduate Certificate of Education (PGCE)). The specific focus is on trainee teachers’ perceptions of factors
that hinder their use of music technology during their school placements. Data were gathered from questionnaires completed by student teachers within one university over a six-year period (2006–2012) and follow-up group discussions. Findings suggest that the main inhibitors to trainee
music teachers’ use of technology within music classrooms are lack of computers and other equipment issues, and a lack of music staff sufficiently competent, confident and/or interested in providing effective support. The article offers recommendations in relation to technology and teacher
education, which would also impact positively on the use of technology in secondary school music classrooms
The Journal of Music, Technology and Education (JMTE) explores the issues concerning the use of technology in music education. It examines pedagogy at all levels and across genres such as composition, musicology, performance and music production. It is the only journal specifically dedicated to the educational aspects of music technology and the technological aspects of music. Peer-reviewed, with an international editorial board, JMTE aims to draw its contributions from a broad community of educators, researchers and practitioners who are working closely with new technologies in the fields of music education and music technology education.