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<span>Recently, in Australia both the </span>National Review of School Music Education<span> and </span>The Australian Curriculum<span> identify the importance of technology in school music education. However, the understanding of music technology, as demonstrated by state and territory curricular guidelines, is limited with technology mostly recognised as a tool. In comparison, contemporary Australian information and computer technology (ICT) curricula appear to have a very differentdoi:10.14742/ajet.987 fatcat:mpci3xekajhd7n3eyl77qrzjbm