Chong, Eddy Kwong Mei

This paper focuses on the dimension of interactivity in blended learning as the driver for guiding and indeed transforming music-teaching practices. In what has been called the post-PC era, I advance an i³ model of interactivity involving three parties—the learner, other humans and technology—and taking place in three possible learning environments—real-world, virtual, and augmented reality. Then, drawing on Mishra and Koehler's conceptual framework of "Technological Pedagogical Content Knowledge," I briefly illustrate the pedagogical and transformative potentials of some of these new technologies for music educators