by Patricia Riley

Teaching, Learning,
and Living with iPads
Abstract: Tablet computers, engaging and dynamic teaching and learning tools, are increas-
ingly prevalent in K–12 schools and university settings. To help music educators make
informed technology choices for their classrooms, this article contains preservice teachers’
reflections on how they used iPads to enhance their musicianship, teacher preparation, and/
or work with students in their practicum or student teaching placements. Categories of use
include rehearsal/performance assistance, creating music, teaching instruments, providing
virtual instruments, audio/video recording, listening resources, and organizational support.
Teaching suggestions, lists of recommended apps, and potential sources of funding for the
purchase of tablet computers are included.
Keywords: iPad, professional development, tablet computer, teacher training, technology

L
ooking around the chorus room at South
Burlington High School, I am pleased to
see many iPads in use. One is providing
a pitch reference, another is recording video
for playback and self-assessment, and several
more are displaying lyrics enlarged for easier
viewing. In addition, as university supervi-
sor of the choral music practicum students
directing the rehearsal, I am taking observa-
tion notes on my iPad that I will later e-mail
directly to the student teachers’ machines.
After attending several conference ses-
sions and “app shares” promoting the many
classroom uses of iPads and their applica-
tions for teaching, I decided to purchase one
and try it out. A longtime Apple user, I found
adapting to the functioning of the iPad quite
simple. Much of the preloaded software is
very similar to those on my MacBook Pro,
and many of the initial apps I downloaded are
adapted versions of software already in use
on my laptop, such as GarageBand, Skype,
and Dropbox. It was exciting to browse the
online App Store and download a plethora
of free or inexpensive apps. I started with
Patricia Riley is an associate professor and coordinator of music education at the University of Vermont in Burlington. She can be
contacted at priley@uvm.edu.
some musical instruments, such as Autoharp,
Mambo Bongo, iTriangle, and Percussive
(xylophone, glockenspiel, marimba, vibra- Preservice teachers
phone, and kalimba), and progressed to other discover some of
music apps such as Epic Tune (chromatic
tuner), Ludwig (metronome), and the creativ- the benefits of using
ity tools SoundPrism and Singing Fingers.
Soon I was downloading apps to help
iPads and ancillary
with my office productivity, such as Noteshelf, technology in music
Calculator, and Video Editor, and apps to
use for catching up on the day’s news and programs.
weather. Many useful and innovative things
can be done with one small and highly port-
able device. As a music educator who often
has needed guidance in finding technology
that enhances instruction and fits the special-
ized needs of music education, I discovered
that iPads and other tablet computers might
well be the answer that music educators have
been looking for.
With the intent of investigating this pos-
sibility, I soon decided that iPads needed to be
obtained for my students—music education
majors at the University of Vermont.1 If the
students were to find these portable devices
Copyright © 2013 National Association
for Music Education
DOI: 10.1177/0027432113489152
http://mej.sagepub.com

www.nafme.org 81

Tablet computers can enhance music teaching and learning and offer access to Internet resources.
(Photo courtesy of the author)
useful in their education and fieldwork,
perhaps others in my profession could
also benefit. Either way, since iPads are
increasingly prevalent in North American
society, it seemed obvious that my preser-
vice music teachers needed experience
with them in order to be technologically
current. Consequently, I applied for and
received an internal university grant to
purchase twenty iPad3s and protective
cases—enough for the number of stu-
dents usually enrolled in our field courses
at any one time. I also decided that it was
not enough for students to simply sign
them out as needed for course work, but
that the students should live with them—
not only for use with a particular project
or class but also to have available from
the time they entered their first practi-
cum experience in the middle of their
sophomore year until they finished their
student teaching. The university provided
the hardware, and students downloaded
and owned whatever apps they found
82
most useful. This way, the students were
able to fully incorporate the iPads in their
teaching, learning, and everyday lives. So
far, this has been extremely successful.
Appealing Technology
Research conducted on the use of iPads
and other tablet computers for educa-
tional purposes began confirming my
thinking about the potential useful-
ness of these devices in music educa-
tion. The iPad has received rave reviews
for attributes such as portability and
design, and the education community
is attracted by the many dynamic and
vibrant apps designed specifically for
this device.2 Tablet computers offer stu-
dents the opportunity to listen to lec-
tures, hear course-related music, and
transport large quantities of information
just about anywhere they go.3 The iPads
and other tablet computers can support
student-centered pedagogy by wirelessly
Music Educators Journal  September 2013
connecting students to their learning
communities via the Internet.4 They can
also be used as e-book readers to effec-
tively support personalized learning.5
In addition, a number of twenty-first-
century skills can be supported by col-
laborations that use iPads.6
Transformative changes in teacher
practice and student learning due to the
use of digital technology are now under
way.7 The challenge for educators is to
motivate students to move beyond using
mobile devices for primarily social inter-
actions to using them for educational pur-
poses.8 One possibility is for teachers to
collaborate with students to develop cur-
ricula based on how and what students
believe they might learn by incorporating
iPads and other mobile devices.9
In a 2011 study at Seton Hall Univer-
sity in South Orange, New Jersey, iPads
were purchased for all faculty, academic
support staff, and incoming freshmen.
The goal was to create an educational
environment that would go beyond the
constraints of traditional classrooms by
expanding critical and creative thinking
through interactive approaches, providing
immediate access to information, increas-
ing student engagement, and decreasing
student costs through the use of e-text-
books. In the first semester, a majority of
faculty used the iPads in every class ses-
sion. A majority of students used the iPads
to achieve course objectives at least once a
week, and these students believed that the
use of iPads has had a positive effect on
communication with faculty.10 Connecting,
communicating, and creating with mobile
devices is quickly becoming a substantial
part of digital literacy that can powerfully
support student achievement.11
While I have been unable to locate
research describing the use of iPads in
music education settings, research has
been conducted in other subject areas.
Results of these studies include the suc-
cessful use of an iPad to facilitate the
reading improvement of a student with
attention deficit hyperactivity disorder12
and the effective use of iPads to assist
students with autism spectrum disorders
in using spell-check tools.13 The touch-
screen design and screen size of iPads
and other tablet computers are well suited
for special needs students with poor fine
motor skills or limited vision. The tech-
nology can offer students a sense of
independence that they may have never
experienced before. Their simplicity, abil-
ity to be customized, and intuitiveness
are additional advantages.14 It has also
been documented that using iPads with
English language learners has assisted
with socialization and enhanced aca-
demic experience.15
While not a research study, a report by
Chad Criswell describes the use of iPads
in music classes. He states that this device
will potentially change the way we work.
Criswell interviewed William Bauer, tech-
nology specialist and associate profes-
sor of music education at Case Western
Reserve University in Cleveland, Ohio:
Bauer believes that students who don’t
have a traditional music background or
who aren’t currently active participants in
their school music program may stand to
benefit the most from using tablet com-
puters in music class. The multitude of
apps that allow one to be expressive with-
out requiring an understanding of nota-
tion or other musical formalities make the
iPad in particular extremely accessible to
this part of the student population.16
As I learned more about how iPads
could be used successfully in schools,
it became increasingly clear that it
would be beneficial to obtain them for
our school’s preservice music teachers.
The characteristics of iPads and other
tablet computers that were revealed—
including portability, size, touch-screen
design, simplicity, ability to be custom-
ized, intuitiveness—as well as the many
dynamic and vibrant apps available all
helped convince me to make this acqui-
sition. I believe that these characteristics
also make tablet computers an excellent
choice for K–12 music educators and
their students.
Reflections and Suggestions
The day the iPads arrived was a very
exciting one in the music building at
the university. The students who would
be receiving theirs first were notified
of a time and place to come and sign
theirs out. The Technology Chair of the
www.nafme.org
Vermont Music Educators Association
was also invited to come to this initial
event to acclimate the students with the
basic functioning of the devices, as well
as to present an app share demonstrat-
ing the many engaging apps that students
could access and explore. At this time, I
also announced a reflection assignment
that each student would be expected
to complete at the end of the semester.
They were to reflect on how they used
the iPads to enhance their musicianship,
teacher preparation, and/or work with
students in their practicums or student
teaching placements.
To provide insight, inspiration, and
guidance for music educators to make
informed choices for their classrooms,
I offer the following statements from
the first semester’s reflection papers,
submitted in May of 2012; all are used
here with the writers’ permission. These
statements are organized into catego-
ries of use. They include rehearsal/
performance assistance, creating music,
teaching instruments, providing virtual
instruments, audio/video recording, lis-
tening resources, and organizational
support. In each category, following the
preservice teacher reflections are teach-
ing suggestions and lists of additional
apps that my students have found useful.
Rehearsal/Performance
Assistance
The first category the preservice teachers
reflected on that could also be helpful to
practicing music teachers and others in
the profession was using iPads for their
own performance and for assisting in
rehearsals at their practicum and student
teaching sites. They commented on how
tablets can function in a variety of ways,
including as a tuner, a metronome, and a
pitch reference. Jasmine (all names used
in this article are pseudonyms) wrote,
“As a musician, I find myself using the
iPad to improve my singing all the time.
I often use the app PitchMe, which is a
great app that helps me tune and fix into-
nation problems.” According to Bridget,
The iPad is very useful to me musi-
cally through several apps, including
the Virtuoso piano. This is a great tool
when I need a pitch reference but don’t
have immediate access to a piano. Unlike
a pitch pipe, I am able to play chords and
short melodies using Virtuoso.
Similarly, David wrote,
I have used GarageBand several times in
my Skype voice lessons [a private-lesson
practicum taught to students at an inter-
national school in Japan]. It can pro-
vide reference pitches and even chordal
accompaniment; this was especially use-
ful when a string on my acoustic guitar
broke and I needed a quick fix.
Teachers can also use iPads and other
tablet computers during rehearsals, les-
sons, and music classes to display music
for accompanying, enlarge music for eas-
ier viewing, transcribe music from sound
to staff notation, and quickly and accu-
rately transpose music to different clefs or
keys. Teachers can also use tablet com-
puters during rehearsals to engage stu-
dents in independent supplemental work
in ear training and/or music theory.
Some additional apps that my stu-
dents recommended for rehearsal and
performance assistance include the
following:
Tuners:
•• Cleartune—chromatic tuner
•• Epic Chromatic tuner
•• PitchMe—chromatic tuner; also
transcribes detected pitches to staff
notation.
Metronomes:
•• Metronome
•• Steinway Metronome.
Music Display:
•• forScore—music reader
•• Pocketscore—can store, edit,
transcribe, play, and export scores
•• Steinway Etude—displays piano
scores and shows piano keys being
played
Other:
•• Do-Re-Mi Ear Training—portable
solfège practice tool
•• LaDiDa—creates accompaniment to
match singing
•• Vocal Training—provides voice
lessons and tips
83
Creating Music
The second category was using iPads for
music creation, including improvising and
composing. Useful for my preservice teach-
ers as they created music, iPads or other
tablet computers could also be helpful to
practicing music teachers and others inter-
ested in creative expression. John stated,
The iPad is also a wonderful tool for
encouraging students to make music. It’s
pretty entry-level in the sense that you can
pick from a huge variety of sounds and
then just play. What’s great is that Garage-
Band has mode/scale settings that can be
applied. For instance, students can select
“minor blues” and improvise in a blues
style without having to actually know
their blues scales.
According to Lisa,
The iPad also proved to be really helpful
for my music theory class when we were
composing rounds. I recorded myself sing-
ing once through the round, and then
staggered my rendition on GarageBand.
That way, I could hear how the round
would sound with all the parts.
Additionally, Max wrote,
In a piano composition assignment for my
music history class, I attempted compos-
ing in the style of Beethoven. I used the
iPad to keep track of various ideas, which
made the process easier. It also allowed me
to access the Internet where I could listen
to recordings of Beethoven to gain a bet-
ter understanding of the characteristics of
his style.
Last, David stated,
GarageBand played a pivotal role in
my final project for my methods class,
in which Tony and I composed a 12-bar
blues piece for iPad ensemble. We felt that
writing a piece for use with GarageBand
would give the performers a lot of room
for interpretation—the musicians could
select the MIDI instruments they wanted
to play and change the timbre by turning
dials right on the screen.
Teachers can use tablet computers
to have their students compose and/
or improvise both during classes and
rehearsals and outside the classroom.
These devices can be made available
for students to use in school for specific
84
composition and improvisation assign-
ments or signed out for students to use
at home. They can function well for indi-
vidual, small group, or large group com-
posing and improvising.
Other apps that my students suggested
for creating music include the following:
•• Bloom—musical instrument/
composition tool/artwork tool
•• Songify—turns speech into music
•• Talkapella—turns talking into a
cappella harmony
Teaching Instruments
The next category was instrument
instruction, both in school and private-
lesson settings. As with music creation,
using iPads or other tablet computers for
instrument instruction could be helpful
for practicing music teachers. According
to Mike,
I used my iPad to teach beginning guitar
class using the app WildChords. This app,
which is very appealing to middle school
students, uses amusing animation and
zoo characters to teach chords, and also
addresses rhythm, tempo, and musicality.
Many students got so excited about Wild-
Chords that they came down to the band
room during lunchtime just to play it.
Tony wrote,
I have been using an app called The Drum
Dictionary . . . with a private student of
mine who has an iPad. With both of us
having the app, I can give him assign-
ments or ask him questions about specific
entries within the app. He can then read
the notation and/or hear a live sample
recording of rudiments, drum beats, time
signatures, etc. The combination of nota-
tion along with audio recordings is very
appealing to me as a teacher.
Music educators can use tablet com-
puters to assist in their instruction of
piano, guitar, recorder, and many band
and orchestra instruments. This could be
helpful when lesson groups, classes, or
ensembles are large and/or diverse. Some
students could work with the teacher
while others work individually or in small
groups using the tablet computers.
The following are additional apps that
my students recommended for instrument
teaching, learning, and/or practicing:
Music Educators Journal  September 2013
•• JoyTunes Recorder Master—a
recorder-playing game
•• Magic Piano—a piano-playing game
•• My Note Games—a music theory and
instrument-learning game
•• Music for Little Mozarts—a piano
game for preschool children
Providing Virtual Instruments
Making virtual instruments available
was the fourth category of use for iPads
that the preservice teachers reflected
on. It could also be helpful to practicing
music teachers and others in the profes-
sion. According to Max, “I downloaded
GarageBand, which is the best applica-
tion, in my opinion. With it, I can play
the emulator of a keyboard, violin, viola,
cello, upright bass, electric bass, gui-
tar, and drums. I have used these smart
instruments many times.”
John stated,
I think that by nature, the iPad’s musi-
cal interface is less daunting than say, a
saxophone. You don’t have to be proficient
in music to sound decent in an app like
GarageBand. I think students that have
little to no musical experience are less
likely to be intimidated by making sounds
on iPads than on traditional instruments.
This could be a great way to initially get
these students interested in music.
Teachers can use tablet computers as
instruments for modeling concepts and
accompanying students. Teachers can
also engage students in using these vir-
tual instruments in their composing and
improvising and for assistance in music
theory and ear training assignments.
Other musical instrument apps
that my students suggested include the
following:
•• A+ HandDrumKit
•• Bloom—musical instrument/
composition tool/artwork tool
•• iTabla Pro
•• Piano DX.
Audio/Video Recording
A very popular category of use for the
iPads among the preservice teachers was
audio and video recording. They often
used recordings as a tool for reflection. As
with the previous categories, using iPads
or other tablet computers for audio and
video recording could also be very helpful
for practicing music teachers and others in
the profession. According to Zoe,
One of the main iPad features that I used
in class was the video recorder. . . . It was
helpful because I didn’t have to download
it to a computer to watch—I could just
watch it on the iPad itself. I could also send
it as an email attachment to my computer
with the click of a button. I thought the
audio and video quality was quite good.

Additionally, Max wrote, “I have

recorded many different music-making
sessions, which allows me the opportu-
nity to reflect critically on my own musi-
cianship.” Similarly, Jasmine stated, “I use
it to record my lessons, and review them
afterward.” According to John, “the iPad is
great for recording and uploading music. I
frequently use SoundCloud to record jam
sessions with friends and instantly upload
[the recordings] online.”
Music educators can use audio and
video recording functions to record and
play back their own teaching and their
students performing. These recordings
can prompt reflection and discussion
and facilitate strategies for improvement.
Recordings can be used for individual and
group assessment, as well as to create an
archive for observing change over time.
Another app that my students recom-
mended for audio and video recording is
QuickVoice Recorder.
Listening Resources
Another prominent category of use for
the iPads that the preservice teachers
reflected on that could also be helpful
to practicing music teachers and others
in the profession was providing access
to resources for music listening. Accord-
ing to Brendan, “for ensemble work and
private study, I pull up videos of specific
artists and versions of songs or styles.”
Similarly, David stated, “I was able to
quickly and easily look up resources on
the Internet, such as YouTube videos
and recordings that could be used in our
group lessons at our practicum school.”
A tablet computer can also function as a musical instrument. (Photo courtesy of the author)
Depending on Internet availability
and restrictions at their schools, teach-
ers can effectively use YouTube and
other Internet resources for myriad music
listening examples. Excerpts or entire
pieces can be compared and contrasted
with each other and with the music per-
formed in class. Examples of music from
the same or contrasting composers, time
periods, cultures, genres, styles, and/or
performers can be shared and discussed.
Best Classics: Corelli—Free (http://
www.last.fm/music/Arcangelo+Corelli)
is another app that one of the preservice
teachers found valuable. It includes bio-
graphic information and high-quality music
tracks by Baroque composer Arcangelo
Corelli. Other composers featured in Best
Classics apps by this developer include
Bach, Grieg, Satie, Smetana, and Weber.
Organizational Support
The final category was using iPads for
organizational support. This was another
area that the preservice music teachers
reflected on that could also be very useful
for practicing music teachers and others in
the profession. According to Lisa, “I find
that the iPad makes me more organized in
general because I can make reminders for
myself, and check my email easily.” Simi-
larly, Bridget wrote,
The iPad has many apps that have proven
to be quite useful in my day-to-day life,
such as the Notes (notepad), Calendar,
and Reminders apps. The Reminders app
is a quick way to enter into my iPad some-
thing I need to remember to do or attend
to, and be reminded of it when the time
comes. . . . I also use my iPad occasion-
ally as a timepiece. This is helpful because
I can then shut off my phone and be with-
out interruption or distraction during
lessons.
According to Brendan,
I use the calendar app to keep homework,
concerts, rehearsals, gigs, lessons and meet-
ings organized. . . . I use my iPad to plan for
teaching practicum lessons, peer-teaching
episodes, and for my Skype lessons. I took
notes during choral methods, and jazz his-
tory about notable artists, songs, recordings
and videos to investigate.

www.nafme.org 85
Additionally, David stated, “during my
group’s practicum planning sessions,
I used the iPad to take notes and write
rough drafts for my lesson plans.”
Music educators can use the efficiency
of tablet computers for numerous organi-
zational tasks. In addition to those the
preservice teachers mentioned, these can
encompass assessment records, inventory,
and keeping track of purchase orders and
items being repaired or out on loan.
Insights from Future Teachers
My initial hunch that iPads and other tab-
let computers would be extremely useful
for educational purposes were confirmed
in the student reflection papers. The
comments of these preservice teachers
corroborated many of the ideas reported
in the research literature, including the
usefulness of tablet computers for cre-
ating music, listening to course-related
music, and facilitating immediate access
to information. The insight the preser-
vice music teachers provided in their
reflections should help guide practicing
music teachers and others in the profes-
sion toward making informed choices
for their classrooms. These choices may
well lead to the acquisition of iPads or
other tablet computers.
Music educators seeking to obtain
resources for purchasing tablet computers
for their classrooms can find a wealth of
grant information on the NAfME website
at http://musiced.nafme.org/resources/
grants-information. This link includes fed-
eral, private, and regionally specific fund-
ing opportunities. In addition to browsing
the App Store for your chosen mobile
device, a quick Internet search using the
terms apps and music education can pro-
vide access to up-to-date information on
available apps. Also, recommendations for
apps can be found in the NAfME forums
(musiced.nafme.org/forums) and in links
stemming from the Association for Tech-
nology in Music Instruction (ATMI) and
the Technology Institute for Music Educa-
tors (TI:ME) websites (http://atmionline
.org/, http://www.ti-me.org/).
The following are some final thoughts
from the preservice teachers’ reflec-
tion papers. The positive nature of their
86
comments is a testament to the con-
venience, ease of use, and versatility of
these dynamic devices. Use of iPads has
immeasurably enriched the teaching and
learning of this group of music education
majors. I believe that the possibilities for
using iPads and other tablet computers in
K–12 schools to enhance music teaching
and learning are virtually endless. I hope
that the information in this article will
provide inspiration for you to consider
exploring their use.
The iPad served to be a fantastic tool in
planning and executing lessons. . . . Over-
all, the iPad has been immensely useful
as a musical, personal, and educational
tool.—David
I am really glad that I am able to use the
iPad in all the ways I do. It has definitely
made my life a lot easier, and I think it is
really useful in many settings.—Jasmine
I have found many uses for the iPad that
help improve my musicianship, both in
my own study and for my teaching at our
practicum school.—Lisa
I used my iPad in many ways and
was heartbroken when I had to give it
up at the end of my student teaching
semester.—Mike
Notes
  1. This idea was inspired by a session
presented by Gena Greher and Alex
Ruthmann at the Association for
Technology in Music Instruction (ATMI)
2011 National Conference in which
iPads had been purchased for their
music education majors at University
of Massachusetts, Lowell.
  2. John K. Waters, “Enter the iPad
(or Not?),” T.H.E. Journal 37, no. 6
(2010): 38–40.
  3. Peter Galuszka, “Technology’s
Latest Wave,” Black Issues in Higher
Education 22, no. 2 (March 10,
2005): 24–28.
  4. Graham R. Parslow, “Commentary:
Tablet PCs—Lightweights with a
Teaching Punch,” Biochemistry and
Molecular Biology Education 38, no. 5
(2010): 339–40.
  5. Yueh-Min Huang, Tsung-Ho Liang,
Yen-Ning Su, and Nian-Shing Chen,
“Empowering Personalized Learning
with an Interactive E-Book Learning
System for Elementary School
Music Educators Journal  September 2013
Students,” Educational Technology
Research and Development 60, no. 4
(2012): 703–22.
  6. Orrin T. Murray and Nicole R. Olcese,
“Teaching and Learning with iPads,
Ready or Not?” TechTrends: Linking
Research and Practice to Improve
Learning 55, no. 6 (2011): 42–48.
  7. Stuart Wise, Janinka Greenwood,
and Niki Davis, “Teachers’ Use of
Digital Technology in Secondary Music
Education: Illustrations of Changing
Classrooms,” British Journal of Music
Education 28, no. 2 (2011): 117–34.
  8. Beverley Oliver and Veronica Goerke,
“Australian Undergraduates’ Use and
Ownership of Emerging Technologies:
Implications and Opportunities
for Creating Engaging Learning
Experiences for the Net Generation,”
Australasian Journal of Educational
Technology 23, no. 2 (2007), 171–86.
  9. Deanne C. Peluso, “The Fast-Paced
iPad Revolution: Can Educators Stay
Up to Date and Relevant about These
Ubiquitous Devices?” British Journal
of Educational Technology 43, no. 4
(2012): E125–27.
10. Mary Ann Gawelek, Mary Spataro, and
Phil Komarny, “Mobile Perspectives:
On iPads—Why Mobile?” EDUCAUSE
Review 46, no. 2 (2011): 28–30.
11. Susan Crichton, Karen Pegler, and Duncan
White, “Personal Devices in Public
Settings: Lessons Learned from an iPod
Touch/iPad Project,” Electronic Journal of
e-Learning 10, no. 1 (2012): 23–31.
12. Barbara McClanahan, Kristen
Williams, Ed Kennedy, and Susan
Tate, “A Breakthrough for Josh: How
Use of an iPad Facilitated Reading
Improvement,” TechTrends: Linking
Research and Practice to Improve
Learning 56, no. 3 (2012): 20–28.
13. Debora M. Kagohara, Jeff Sigafoos,
Donna Achmadi, Mark O’Reilly, and
Giulio Lancioni, “Teaching Children
with Autism Spectrum Disorders
to Check the Spelling of Words,”
Research in Autism Spectrum Disorders
6, no. 1 (2012): 304–10.
14. Nirvi Shah, “Special Education
Pupils Find Learning Tool in iPad
Applications,” Education Week, 30,
no. 22 (2011): 1.
15. Jennifer Demski, “ELL to Go,”
T.H.E.Journal 38, no. 5 (2011): 28–32.
16. Chad Criswell, “Technology on the
Horizon,” Teaching Music 18, no. 5
(2011): 32.
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deadline: The next deadlines are September 26 for the November
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Send ad to: Music Educators Journal and Teaching Music at
wwhite@intunepartners.com, or call 914-358-1200, ext. 302
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