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  Athabasca University’s Dr. Kinshuk believes there is a way to give students a better learning experience: by developing systems that tailor learning experience to each individual student’s needs and circumstance.

  He’s developing systems that can learn about each student and adapt to meet to their unique needs — responding to their learning style; relating what they’re learning to previous knowledge and experiences; discovering if they are learning on their own or with others; factoring in where they live and work and whether they work on a laptop, desktop or mobile device — to create a highly personal, highly relevant learning experience.

  Creating just-in-time, on-demand learning systems that know who you are, what you need and adapt to suit your personal style. I

''Fixing the technology's important, but so is changing the pedagogy,'' Mr Tanner said. ''While we've made great progress in e-learning, there's been an awful lot about 'e' and not much about 'learning'.''

The two major obstacles that students say they face at school: filters that stop them from accessing the websites they need for homework and bans on using their own mobile devices (namely cellphones) at school.

The majority of parents surveyed - 67% - said that they were willing to buy their children a mobile device for school if the schools allowed it, and parents seemed particularly interested in their children using these devices in order to access online textbooks.

there were some interesting differences between what digital skills teachers thought were important and what skills students thought they needed to know.

Recently, in Australia both the National Review of School Music Education and The Australian Curriculum 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 different understanding of how technology can enhance learning in the arts, specifically music. Through a comparison of the Australian States and Territories Years 7-10 curricular guidelines this article compares understandings in the two domains - ICT and the arts (particularly music). The different perspectives on the use of technology in music education can be seen as either using technology as a tool to support instruction in drill-like programs or as a platform for collaborative and creative learning that resonates with students in Australian music classrooms.