Resonant Researcher

Chapter 6 of Rethinking Education in the Age of Technology by Collins and Halverson (2009) offers a compelling—and at times unsettling—vision of the future of education. The authors argue that traditional schooling is at risk of becoming obsolete if it fails to adapt to the evolving landscape of technology-enabled, informal learning. What stood out to me most was the idea that institutional learning must evolve to accommodate the individualized, interest-driven, and networked learning that increasingly defines students’ educational lives outside of school.

This chapter resonated with me deeply as both a PhD student in music education and as a church music director. In my own work with volunteer ensembles and intergenerational choirs, I’ve witnessed firsthand how people are now learning music in fragmented but self-directed ways – through YouTube tutorials, rehearsal tracks on their phones, TikTok voice trends, or apps like Noteflight and BandLab. Many of my former students and singers, especially the younger ones, engage with music fluently outside the traditional rehearsal space, often bringing creative interpretations or digital arrangements to the table. Rather than resisting this, I’ve begun to embrace it – inviting them to share those tools with the group and allowing tech to serve as a bridge rather than a barrier.

At the same time, I’m aware of the digital divide that still exists, particularly among older congregants or volunteers who lack confidence using these tools. Collins and Halverson briefly acknowledge these access issues, but I believe this is where their vision of the future needs more nuance. Equity and accessibility must remain central if we are to meaningfully integrate technology into all educational environments, especially in community-based or faith-based contexts like mine.

Ultimately, this chapter serves as a call to action: educators must view technology not as a threat, but as a partner in reimagining what meaningful, inclusive, and flexible education can look like. In my professional life, I’ve found that when I shift from being the gatekeeper of musical knowledge to a facilitator of shared discovery – one who welcomes both the old hymnal and the smartphone – my community thrives.