Call for Papers: Music Education Technology for the Future World (Full-text DL 15 Feb, 2025)
In everyday music making, digital music technology usually refers to hardware, such as computers, or software, such as DAW and other apps. However, music technology is a much broader phenomenon. It refers to the systematic processing of musical sound, including equipment, methods, processes and related knowledge. Thus, music technology refers to the science of producing sound, in which the main focus is on sound and information technologies. Music education technology, on the other hand, is a science that studies music learning technology and technology as a tool for learning music. Music technology can also be music education technology at the same time, when the technology is tailored to the needs of the learners.
The essence of technology involves continuous development and transformation. The worldwide crises have brought their own challenges to technology-based music education. Hybrid teaching is here to stay (Chen et al., 2022). In-service teacher training and the role of technologies in curricula is therefore an ongoing challenge. It is typical of music technology that teachers and students meet new things together. It is also important that users of different ages and needs can participate in the design process themselves, including e.g. children under school age (Heikkinen et al., 2015; Tikkanen, Iivari & Paananen, 2023) and pupils in need of special support (Paananen, 2022).
In most cases, technology is both a tool and a goal in learning. As a tool for creative production, technology offers enormous opportunities for composing, improvisation and producing multidisciplinary projects. At the same time, the technology itself contains many functionalities and features that must first be learned. Music technology skills are always learned at the current level of education in their context, starting from preschool education and progressing to the professional level.
In the era of climate crisis, technology must also be sustainable (Spieker, 2020). It should be examined systemically from the perspectives of economic, ecological, social and cultural sustainability. Sustainable music technology is thus also part of musical eco-literacy (Jorritsma, 2022; Paananen, 2023; Titon, 2020). What kind of technologies would young people like to design for sustainable future?
Let us design music education technology for the future world. We invite you to send your manuscript relating to: (i) users as participating designers of technology and creative technological learning environments in music education, (ii) worldwide crises and change as challenges for technology-based music education, and (iii) sustainability of music technologies and music education technologies. Other relevant perspectives are most welcome as well.
We welcome full-text submissions in English, Finnish and Swedish. Articles should meet general research article criteria. The recommended length is 7,000 words (including maximum 20 references). All proposals will be double-blind peer-reviewed, and required revisions will be checked by three referees with relevant topical or methodological expertise.
Authors are responsible for anonymization of their manuscripts. Manuscripts should be submitted following the FJME referencing style guidelines. For further instructions, please read the guidelines for contributors: https://fjme.journal.fi/about/submissions
Please submit your text as a MS Word document. In accordance with the current policy, the journal issue becomes full open access within a year from the publication. All authors have the right to parallel publish the article’s Author Accepted Manuscript version in a repository immediately on publication with a CC BY-ND license.
- The deadline for full-text submissions is 15 February 2025.
- The deadline for resubmission after requested revisions is 15 April 2025.
Texts should be submitted directly to: https://fjme.journal.fi/submissions
On behalf of the FJME editorial board,
Pirkko Paananen, guest editor of the special issue
Professor of Music Education, University of Oulu
References:
Chen, K.-Z., Lin, C.-Y., Wang, Y.-H., & Chen, S.-G. (2022). Safely maintaining distance while singing together: Developing synchronous and asynchronous solutions for an amateur choir under the time of social distancing. Journal of Music, Technology & Education, 15(2/3), 183–200. https://doi-org.pc124152.oulu.fi:9443/10.1386/jmte_00053_1
Heikkinen, K., Kallonen, T., Paananen, P., Porras, J., Purves, R., Read, J. C., Rinta, T. & Welch, G. (2015). Designing Mobile Applications for Children. In L. Sörensen & K. E. Skouby (Eds.), User Requirements for Wireless, Aalborg: River Publishers, 7–24.
Jorritsma, M. (2022). Towards an eco-literate tertiary music education: Notes from a South African context. International Journal of Music Education, 40(1), 14–25.
Paananen, P. (2022). Communication and collaboration in music composition gaming: A case study of children with ADHD. In Ian Harvey & Kerry Rees (Eds.) Proceedings of 35th ISME World Conference. Brisbane, Australia. 17–22 July 2022, 145–151.
Paananen, P. (2023). Ekokriittisen musiikkikasvatuksen tutkimus ja musiikillinen ekolukutaito. Teoksessa Marja-Leena Juntunen & Heidi Partti (toim.) Musiikkikasvatus muutoksessa. DocMus Research Publication Series 20. Helsinki: Sibelius Academy of the University of The Arts, 45–76.
Spieker, B. P. A. (2020). Towards a sustainable, student-centred approach for technology-supported music education: A Dutch perspective. Journal of Music, Technology & Education, 13(2/3), 263–286. https://doi-org.pc124152.oulu.fi:9443/10.1386/jmte_00026_1
Tikkanen, R., Iivari, N., & Paananen, P. (2023). Play—An essential part of children’s lives and their computational empowerment. In Frontiers in Education, 7, 1088716. https://doi.org/10.3389/feduc.2022.1088716
