This study explores the challenges of the increasing impact of technology on music teaching in secondary and upper secondary school in Norway. Using the TPACK framework, we expand on earlier research where teachers’ lack of technological competence has been highlighted as a main problem. Therefore, we ask: what knowledge characterizes teaching informed by music technological expertise? With understandings of authenticity, authentic learning and learning spaces as a backdrop, we present three narratives derived from ten summer school workshops, where university students specializing in music technology instructed pupils from age 11–16. Based on these narratives, we argue that a central part of these university students’ teaching was their aspiration to create authentic learning spaces; a place where the physical environment, the technological tools, and the relationships between instructor, pupil and content together created premises for learning in a relevant, real-world context. Our findings highlight, among others, listening and facilitation as characteristic forms of knowledge. We believe this project is relevant for teachers and teacher educators working with music and music technology.
ESA/ELGRA Gravity-Related Research Summer School: an Introduction to Microgravity and Hypergravity Research for University Students