Technology mediated diagenesis: beyond the formal-informal dichotomy in music education

Recent literature in the research and practice of music education has been informed by ideas of formal and informal learning. At the same time the potential of new technologies also frames a parallel debate about how music education should be carried out and developed across all ages and contexts. In this paper we suggest that a synthesis of these two concurrent streams of discussion has the capacity to informal and enlighten current research and practice. Following a brief introduction to the key areas we explore tensions in the informal/formal learning literature as well as issues arising from the technology literature. Bringing these together through a discussion of progressive and traditional education we suggest a possible synthesis of these ideas and a movement beyond the inherent tensions. Subsequently we present a model of technology-mediated digenesis which describes an educational framework through which educators can help to foster learning in a way that facilitates both informal and formal practices and methods, by drawing on the potential offered by digital technologies to transform learning.