CHAPTER 41 AUGMENTING MUSIC TEACHING AND LEARNING WITH TECHNOLOGY AND DIGITAL MEDIA E V A N S . TOBIAS THE Provocation Questions in this part of this book imply that technology may help music educators move beyond static notions of musicianship, musicality, creativity, teaching, and learning. Both of the Core Perspectives demonstrate how technology might support educators in being more inclusive of varied types of musicians, musician- ship, or creativity. Hein's discussion (chapter 36) of digital production and associated ways of being musical highlights how technology affords educators ways of broaden- ing the musical genres and practices addressed in their programs. Lum provides a com- pelling argument for educators to consider the potential of technology to redistribute power in ways that open spaces for students to be expressive (chapter 34). Freedman describes how music educators can use technology to address Western music concepts typically addressed in "music theory" contexts in ways that students might find engag- ing (chapter 35). All three of these Core Perspectives emphasize the importance of music learners having opportunities to create music and describe how technology might play a role in supporting such engagement. In this Further Perspective, I address the way technol- ogy enables people to augment aspects of, blur boundaries between, and connect across musical experiences in ways that might expand conceptions of musicality, musicianship, and who might be considered a musician. I propose three such approaches to leveraging technology: augmenting music and musical engagement, augmenting musical sharing and concert experiences, and augmenting performing and ensembles.