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