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This small-scale study charts the underuse by music teachers in England of audio- and video-recording technologies. It finds that despite their now highly affordable price, use of such technologies is not well embedded into secondary school music teachers’ day-to-day classroom
practices. The use of such technologies offers considerable potential for formative assessment purposes, including cognitive redistribution, and it is recommended that adoption of recording technologies offer significant advances in formative assessment practices and in developmental learning
opportunities for pupils
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.