Building an integrative conception of music technology pedagogy with digital audio workstations through a review of learning science research

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.