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2017, Oxford handbooks, ISBN 0199372136, xxx, 700 pages
"Few aspects of daily existence are untouched by technology. Learning and teaching music are no exceptions and arguably have been impacted as much or more than... 
Music | Technological innovations | Instruction and study | Digital citizenship | Educational change | Music literacy | Creative practice | Educational technologies | Evidence-based education | Preservice teachers | Technology skill development | Participatory culture | Sound and place | Initial teacher education | Deterritorialization | Adaptive technology | Distinction | Learners with exceptionalities | Makers | Music learning | Music education curriculum | Africa | Techno-human future | Praxis shock | Long-distance learning | Musical subjectivity | Pop | Twenty-first-century skills | Instrument-making | Universal design for learning | Romanticism | Technological determinism | Finland | Stakeholders | Teacher preparation | Music teacher education | Learning and teaching | Music teacher roles | Problem-finding | Authority | Musicians workshop | Disabilities | Slow music | Collaborative model | School classrooms | Contextual | Innovation | Faculty development | Literacies | Innovative pedagogies | Professional development | Communication | Context | Multimedia | Social | Skill development | Techné | Public health communication | Self-determination | Social technologies | Musically educated | Education technology | Irrelevant | West africa | Out-of-school learning | Curriculum | Place | Power | Participation | Enabling technologies | Humans | Music notation | Totally pedagogized society | European perspectives | Living well with less | Learner-centered | Metaphor | Multiarts | Teaching | Learning | Creative literacy | Networked technologies | Heidegger | Pedagogical fundamentalism | Peer-to-peer learning | Technology and music creativity | Sound recordings | Teenagers | Digital technology | Primary schools | Creation | Technological affordances | Interaction | Behavior change | Parochial practice | English secondary schools | Music teacher preparation | Music technologies | Democratic education | Scepticism | Music technology | Digital audio workstations | Maker space | Technology integration | Technological limitations | Tpack | Mobile learning | Information and communication technology | Internet | Savoring | Teacher attitudes | Practice-led enquiry | Greek education | Postsecondary music education | Teacher resistance | Inclusion | Epistemology | Hip-hop | Administrative technologies | Equity | Risk | Narcissism | Higher education change | Poiesis | Classroom music teaching | Classroom | Community music | Digital pedagogy | Technology traditions | Authentic processes | Autonomy | Children | Music education technology | Popular music | Aristotle | International | Non-formal music education | Composition | Health | Globalization | Pop music | Rhythmic video games | Exploration | Motivate | Learner/musician | Apprenticeship | Higher education | Slow food | Informal learning | Community | Gender issues | Music fluency | Education policy | Autonomy popular music | Credentialing | Education 3.0 | Communities of musical practice | Music education | Prosumer | Technology access | School-based routes | Pre-service teachers | Ict in music education | Musical intelligence | Mediatization | Augmenting music | Local | Disease control | Creativity | Technologies | Technology competencies | Local context | Totally technologized society | Teacher educator | Teaching with technology | Performance | Sociocultural | Digital natives | Texas music education | Guinea | Diversity | Teacher certification | Invention | Ensembles | Implementation | Empowerment | Technogenesis | Well-being | Music teachers’ concerns | Sociology | Musical analysis | Informal music learning | Digital literacies | Pedagogy in-service preservice | Sequencing | Information communications technology | Communities of response | Conservatory model | Tools | Spreadability | Flow | Learning resources | African context | Interest-driven learning | Play | School experience | Pedagogy | Recording | Differentiation | Integration of technology | Policy | Choice | Digital arts | Music teacher certification | Limitations | Passeur culturel | Celebrities | Radical pedagogy | Education | Ofsted | Technology | Learner agency | Electronica | Culture | Musicking | Role of technology | Pedagogical paradigms | Teacher training | Digital culture | Ethnomusicology | Youth | Vulnerability | Pressure | Mobile technologies | Place philosophy | Digital media | Piano | Groove | School music | Internet evolution | Software | Musicianship | Technology use philosophies of technology | Assimilation | Facilitator | Constructionism | New media | At-risk student | Self led development | Music teacher educators | Rhythmic video games music technology | Notation | Music making | Perspective | Music experience | Higher music education | Participatory music | East timor | Music theory | Triple revolution | Portfolios | Ethnography | Futurism | Gcse examination | Music teacher attitudes | West | Fear of change | Digital music | Opportunities | Change | Commodification | Linguistic relativity | Digital instruments | Technological assimilation | Digital learners | Inclusive | Pluralism | Collaboration | Teacher education
Book
Psychology & Health, ISSN 0887-0446, 02/2012, Volume 27, Issue 2, pp. 227 - 241
Journal Article
09/2017, 1, Oxford Handbooks, ISBN 9780199372133
This chapter address how technology enables people to augment aspects of, blur boundaries between, and connect across musical experiences in ways that might... 
music education | digital media | performance | participatory culture | technology | augmenting music | ensembles
Book Chapter
2008, Lecture Notes in Computer Science, ISBN 9783540787600, Volume 4974
Book Chapter
Journal of Individual Differences, ISSN 1614-0001, 09/2007, Volume 28, Issue 3, pp. 165 - 177
Augmenting/reducing is a personality dimension related to the processing of sensory stimuli. Augmenters are assumed to augment the impact of stimuli leading to... 
Stimulus intensity modulation | Stimulation seeking behavior | Pain tolerance | Augmenting/reducing | Motor activity | Rapid tapping
Journal Article
Proceedings of the 2015 Annual Conference on genetic and evolutionary computation, 07/2015, pp. 321 - 328
While the success of electronic music often relies on the uniqueness and quality of selected timbres, many musicians struggle with complicated and expensive... 
sound synthesis | compositional sound synthesis network | compositional pattern producing network | neuroevolution of augmenting topologies | cppn neat
Conference Proceeding
Proceedings of the 3rd Augmented Human International Conference, 03/2012, pp. 1 - 4
Onomatopoeias are used when one cannot describe certain phenomena or events literally in the Japanese language, and it is said that one's ambiguous and... 
sound symbolism | augmenting users' creative activities | quantification | onomatopoeias | Augmenting users' creative activities | Onomatopoeias | Quantification | Sound symbolism
Conference Proceeding
Proceedings of the SIGCHI Conference on human factors in computing systems, 04/2014, pp. 1885 - 1894
We detail the design of the Department of Hidden Stories (DoHS), a mobile-based game to support playful digital storytelling among primary school children in... 
play | children's library | storytelling | augmenting books | Children's library | Play | Augmenting books | Storytelling
Conference Proceeding
Personality and Individual Differences, ISSN 0191-8869, 2003, Volume 34, Issue 2, pp. 253 - 262
The theory of stimulus intensity modulation (Petrie, 1967) and suggests differences in the way individuals respond to environmental stimuli. Some people tend... 
Augmenting–reducing | Affective pictures | Psychophysiological reactivity | Augmenting-reducing | psychophysiological reactivity | affective pictures | PSYCHOLOGY, SOCIAL | DIMENSION | augmenting-reducing
Journal Article
Proceedings of the 3rd Augmented Human International Conference, 03/2012, pp. 1 - 4
In this paper, focusing on the writing sound when using an ordinary paper and pen, we explain how auditory feedback augments the act of writing. Specifically,... 
augmenting the act of writing | auditory feedback | supporting system for handwriting | writing sounds | Auditory feedback | Augmenting the act of writing | Writing sounds | Supporting system for handwriting
Conference Proceeding
International Journal of Psychology and Psychological Therapy, ISSN 1577-7057, 2006, Volume 6, Issue 3, pp. 425 - 444
Journal Article
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