Robby Burns teaches Wind Ensemble, Concert Band and General Music at Howard County Public Schools in Maryland. As a TI:ME member he regularly presents on the regional and national level. His book, “Digital Organization Tips for Music Teachers,” is a widely used resource for music teachers implementing digital strategies in their classrooms.

How has technology changed music teaching since the beginning of your career?

Two significant transitions come to mind. First, there has been a shift towards ubiquitous mobile computing, accessible to all teaching professionals and most students. Second, the democratization of the internet now mediates much in our lives, from social interactions to marketplaces and media distribution.

The popularity of these mobile devices has made our culture more computer-friendly. The early success of devices like iPhones and iPads has popularized well-designed software, resolving numerous headaches I used to associate with teaching. The success of the internet and web-based apps has led to exciting student-facing tools, allowing kids to create amazing work on nearly any device.

The future will be interesting. As generative artificial intelligence products demonstrate significant value, I also sense that the general public is wary of what AI, social media, and other internet technologies imply about the meaning of being human and having genuine connections with others. I’m curious to see how culture responds to the next big change.

What was your journey in integrating tech into a traditional curriculum?

I look at this in two ways. Technology that faces my students and technology that faces me.

My students now have the benefit of learning management software, Noteflight, Soundtrap, and other web-based software. This means they can create their own music with fewer barriers and interact with content-rich lessons which include text, embedded playlists, and videos on the web.

Technology also helps me become more productive and efficient. In the band room, I can organize my cluttered mind and deliver clearer instructions backed by online resources and assignments for students. I can easily create play-along practice materials using digital audio workstations and other utilities. I can structure learning resources and publish them on the web with easy-to-use PKM apps like Craft and Obsidian. By using apps to streamline managing email, notes, and tasks, I can spend more time planning meaningful performance experiences for students.

I became like a spin instructor: running tracks, encouraging repetitive effort, walking around the room, giving high-fives, correcting posture, and keeping kids engaged who might otherwise feel disconnected from the process.

Robby Burns, on teaching band with a technology-based approach

What technology are you using in your music lessons on a daily basis?

I have a Mac, iPhone, iPad, and Apple Watch within 20 feet at all times. I equip my tool belt with intuitive and opinionated software, some daily favorites include: Things, Craft, Dorico, Logic Pro, forScore, Farrago, Tonal Energy Tuner, and SoundSource.

My students use Chromebooks with Canvas, Soundtrap, and Noteflight.

I maintain an up-to-date list of the technology I love here: http://www.robbyburns.com/my-favorite-technology.

What is a particular success story from using technology in your music classes?

A few years back, I transformed how I teach my beginning Concert Band class. When concert literature was giving us trouble, I wrote out everyone’s part for every instrument transposition and created play-along materials for all of it. The idea was to have fun in class while doing the necessary repetitions to perform successfully. My music team added a headset microphone to the front of the room, and I loaded all the play-along material into the Farrago soundboard app on the Mac. I became like a spin instructor: running tracks, encouraging repetitive effort, walking around the room, giving high-fives, correcting posture, and keeping kids engaged who might otherwise feel disconnected from the process. This approach changed how I do the job, and wouldn’t have been possible without the hardware and software I have come to depend on.

What advice do you have for others reshaping their music classes with technology-based lessons?

There is technology you have to use and technology you choose to use. When choosing to use technology, there will always be a point of diminishing return. When technology is overwhelming, I recommend you find one small thing you can integrate easily into your existing workflow that will yield significant gains. If the effort using the tool does not add student engagement, save time, or make life easier, I leave it behind.

For more information on Robby’s programs and publications, visit robbyburns.com