One concern I often hear from music teachers is that music technology is still new to them, whereas the curriculum they have developed over the years has a “tried and true” appeal. Even when the technology isn't intimidating, the idea of rebuilding a curriculum to take advantage of technology can be. So why start down that road?

The most obvious answer is that when used properly, music technology adds new dimensions to your program, enables you to teach more effectively, and makes your program more flexible and more fun. You can teach composition, orchestration, arranging, theory, and much more to children of all ages, including some kids you initially had a tough time reaching.

But an important part of the answer, as Lee Whitmore points out in this issue's cover story (“Technology and Tradition Triumph at Bacich Elementary School,” on p. 22) is that new technology and tried-and-true teaching methods can work hand-in-hand. You don't have to abandon your favorite lesson plans; just update them to incorporate new elements. And you don't have to do everything at once. Bacich Elementary School has a four-year plan for incorporating new technology into its music program, and much of its traditional music curriculum has been preserved and integrated with the new, technology-enhanced approaches.

The fact is, music technology can help you to more effectively present material you already teach. For instance, maybe you already teach music theory, but you want to add some spark. Many of the music-theory programs that Jim Frankel discusses in his story “Teaching Music Theory with Technology” (p. 10) provide visual, aural, and interactive elements that make learning more fun. Some programs also let you customize the lessons, allowing you to more easily integrate the new lessons with your existing lesson plans. Several programs also make testing and record keeping easier.

Once you've integrated theory software, and perhaps ear-training software, into your program and feel comfortable with that, then you can plan the next step. In any event, you aren't abandoning the tried and true — you're just adding to and developing your methods.

Of course, there are advantages to going full-speed-ahead and redesigning your core curriculum based on technology. It may make sense to do that, for instance, if you are trying to build a new program, turn around a troubled program, or invigorate the student body and community. It also makes sense if you have an opportunity that is too good to miss, such as landing a major grant for a music lab or adding a faculty member with strong music-technology skills. If you go that route, you might even want to teach music production in an on-campus recording studio. You will be amazed at how eagerly your students embrace it.

So if you are more comfortable working technology into your program in small increments, do it. Don't worry about what you can't do. And if you get a big break that allows you to build a lab or recording studio, plan carefully and take advantage of training opportunities. Either way, you are not abandoning the tried and true, you're simply expanding your vision — and that of your students and the community.