Use of Technology in Spanish Trumpet Classroom

Abstract

By​‍​‌‍​‍‌ holding interviews with 13 teachers, this research looks at how technology is used in teaching the trumpet in different conservatories in Spain. The findings illustrate a paradoxical situation: on the one hand, digital tools are widely used for management and scheduling; on the other hand, they are largely absent from the fundamental moments of learning, deliberate practice, and self-reflection. Critical tensions are identified between external validation (apps) and internal listening, as well as between gamification and attentional dispersion. In conclusion, the need for a hybrid design framework that integrates analog writing with contextual Artificial Intelligence has emerged. This framework could be a solution to promote metacognition while receiving technical analysis of the student's development.