This study examines how tablets can support students' learning in music
education. The purpose is to investigate how tablets can help students achieve
relevant grading criteria, enhance their musical skills, and explore a music
teacher’s perspective on the tool’s usability. Using a combination of quantitative
and qualitative methods, including observations from movie recordings,
quantitative scoring, and a semi-structured interview, data were collected from
two half-classes with a total of 20 students and one music teacher. The study
employs sociocultural theory as its framework. The result indicates that tablets
can contribute to faster learning and higher musical achievements compared to
traditional keyboard instruments, while also offering a more accessible and
inclusive learning environment. However, the study identifies challenges related
to ergonomics, technical distractions, and the teacher’s role in ensuring focused
use of the tool. The conclusions highlight the need for pedagogical support and
resources to effectively integrate digital tools in music education.
Keywords: digital tools, music pedagogy, musical skills, sociocultural theory
swedish school, tablets