Meaghan O’Connor-Vince teaches 8th Grade Music Technology, HS Music Technology 1 & 2, Concert Band, History of Rock and Roll, History of Hip-Hop and Jazz Band in the Barnstable Public School system in Hyannis, Mass. She has published curriculum with MusicFirst and is the Technology Editorial Board Member of MMEJ and is an active performer in the Cape Cod area.

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

When I first began teaching in 2013, Music Technology was a rare offering, and I had no prior experience in teaching it. In hindsight, that lack of structure was a blessing—it gave me the freedom to build a program from the ground up, without predefined expectations or limitations. I had the chance to truly listen to my students and co-create a curriculum that aligned with their interests and needs. While access to technology has changed significantly since 2013, especially after the pandemic, resources are now widely available online, and technology continues to evolve rapidly. It’s not uncommon for students to produce music from home with professional-level quality, allowing them to explore contemporary genres and compose music that mirrors their own tastes. Technology has also enabled me to teach DJing, beat-making, and explore the cultural contexts of these genres through virtual platforms that replicate real-world production settings. On a larger scale, music technology has become an increasingly popular elective in schools, as educators are starting to catch up with student interests and the shifting trends in the music industry.

Briefly describe your journey in building a technology infused music curriculum (or integrating tech into a traditional curriculum)

It took me about two and a half to three years to feel fully comfortable with an established curriculum. Since I didn’t have any formal training in teaching music technology, I leaned heavily on my network and available resources. I blended project ideas from my own high school experience with the loose framework that was left for me. The real breakthrough came when I started my master’s degree at Teachers College, Columbia University. I was fortunate to work independently with Dr. Jim Frankel, who generously agreed to mentor me through an independent study. With his guidance and input from my peers, I was able to push the boundaries of my curriculum. A lot of the learning process also came from trial and error, embracing the fact that I didn’t need to be the “expert” on everything. Being open and honest with my students has been key—authenticity is central to who I am as both a teacher and a person. My students see that, and it fosters a mutual respect where they understand when I don’t hit the mark and are open to constructive feedback.

“Foster a collaborative environment where both you and your students can explore new tools and concepts together. This approach builds mutual respect, encourages creativity, and allows for more authentic learning experiences.”

Meaghan O’Connor-Vince, on building a culture of creativity

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

I’m fortunate to have a Mac lab equipped with 23 desktop computers, and we’ve received Ableton through their Education Grant, along with 10 refurbished Push pads. I also have around 10 MIDI keyboards and 5 Novation beat pads for students to use. Each student has a MusicFirst account, which provides access to Soundtrap for their projects. There’s also a USB microphone with a pop filter stored in the classroom for students who want to record vocals. For class management, I primarily use Google Classroom as my LMS, with MusicFirst as a secondary platform for specific units and lessons. All materials are provided digitally—it’s rare that I distribute hard copies of anything.

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

Incorporating technology into my music classes has offered a second chance to many students who hadn’t previously participated in an ensemble. It provides a platform for self-expression and broadens their understanding of music on a global scale. Several of my students have gone on to pursue careers in the music industry—working at record labels, becoming artists, or entering live sound. Traditional music education doesn’t always reflect the realities of the music industry, and as educators, it’s our responsibility to bridge that gap. By integrating music technology, we can expose students to diverse career paths and skills that go far beyond the traditional classroom.

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

When reshaping music classes with technology-based lessons, don’t fear failure, as it’s part of the learning process. It’s okay to take on the role of a learner alongside your students. Embrace experimentation, understanding that technology may present challenges. Foster a collaborative environment where both you and your students can explore new tools and concepts together. This approach builds mutual respect, encourages creativity, and allows for more authentic learning experiences. Staying flexible and open to growth will help create a more dynamic environment. YouTube is also your best friend, as I have “Googled it” or “YouTubed it” alongside my students many times.