The barriers teachers identify to using tablet and mobile technology in music lessons to foster student engagement and how they can be overcome to aid teaching and learning.

The music education climate The music classroom is a different place to the one I studied in as a child, and quite different to the one in which I began teaching in 2004. The environment is very different in 2018; music departments are likely to have more computers in their classrooms (Savage, 2010; Ofsted, 2012) and the way they are used varies depending on how many computers there are (Breeze, 2011). Sibelius seems to be the most common piece of software found in music classrooms (Wise et al., 2011; Savage, 2010) and, given the variety of software available, it is interesting to see the same piece of equipment appearing repeatedly. There could be many reasons for this, including awareness of what is available, willingness to learn new software, familiarity or a cost implication (Gall, 2013; Savage, 2010). Mobile devices The last 10 years have seen the expansion of smartphones and tablets, and given that most people already own a mobile phone (Ofcom, 2013), the expensive bit of har