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Journal of Singing


This article is the third installment of a series loosely grouped under the rubric “Teaching and Learning in the Digital Age,” in which I have considered the effects of digital technology on both teaching and learning.1 In order to understand these effects, it was necessary to give an overview of the complex learning process itself, which I explained as a triumvirate of attention, memory, and learning.2 While each of these three abilities possesses singular qualities that can be parsed from the whole and examined separately, they are deeply intertwined. Thus, when one part of the learning triumvirate is compromised, the entire learning journey suffers. And while no one of these components is individually more important than the other two, the attribute of attention must be accorded special recognition as the gatekeeper to learning and memory.


This published version is made available on Dickinson Scholar with the permission of the publisher. For more information on the published version, visit National Association of Teachers of Singing's Website.