Embracing digital technologies: instrumental guitar teaching and student engagement

Purpose The guitar is an exceptionally popular instrument that has the potential to engage learners in music education, eliciting a positive impact on social, emotional and cognitive development of students. The purpose of this study is to raise awareness of how digital technologies have shifted how guitar can be taught from a teacher-centred approach to a student-centred approach by utilising guitar-specific technologies and general use digital technologies such as social media. Design/methodology/approach By conducting a scoping review of literature, this paper investigates ways in which guitar teachers use digital technologies to motivate students and enhance engagement. Drawing from an extensive literature review (n = 17), thematic analysis was used to code and analyse the data. Three overarching themes (technology and student engagement, guitar pedagogy: teacher challenges, classroom practice: challenges and opportunities) are discussed. Findings The findings contribute to a deeper understanding of the multiple ways digital technologies can be included in guitar lessons, highlighting how teachers are positioned in partnership with students using technology and the challenges they navigate when employing technology as a conduit to teach the guitar. They also highlight the importance of support and feedback via teachers and peers through technology as essential to student motivation and engagement. Research limitations/implications This small-scale qualitative research study acknowledges its limitations in sample size; it is interpretive in nature and in breadth. This study specifically focused on instrumental guitar teachers; therefore, generalisations to other instruments and instrumental teachers cannot be made. The findings highlighted a distinct gap in the generalisation across population groups, hence a limitation. Implications from the findings suggest that single digital tools are insufficient for effective student engagement, and teachers should strategically combine multiple software and music tools through a supportive pedagogical approach, such as the flipped approach to teaching and learning. Practical implications The authors draw attention to the need for music teachers to recognise the role digital technologies can play to enhance student engagement. To successfully do this, there is a need within initial teacher education programs to promote digital technologies in teacher training. In addition, pre-service and in-service teachers need to undertake ongoing professional development in how to effectively use multiple tools and structure learning activities that will enhance and improve learning outcomes through digital technologies. Social implications The authors draw attention to the need for instrumental music teachers to be proactive in their use of digital technology to support guitar lessons. This shift to richer learning experiences across lesson content delivery and practice time enables feedback and support from peers and teachers. The role of the teacher is not made redundant by employing digital technology; instead, it is redefined to that of curators, content creators and support for students. Originality/value This is an original work carried out by the authors. It illustrates opportunities for technological use through a wide range of music and guitar-specific activities, such as composition, recording, and practice. The study offers recommendations for teaching practice that can be adopted or adapted to other instrumental teachers and music educators.