Connected violins: historical transformations and the contributions of digital technologies to teaching

Abstract

Violin teaching, traditionally based on face-to-face interaction between teacher and student, has been reconfigured by digital technologies. This study analyzes the contributions and implications of these resources in contemporary teaching through a qualitative, bibliographic, and exploratory approach. It is observed that apps, video platforms, and social media expand access to learning, provide flexibility in study, and foster student autonomy. However, tensions emerge related to the absence of teacher mediation, the actual quality of available content, the emphasis on technical aspects, the demands for student autonomy, as well as issues of democratization and inequality of access. It is concluded that digital resources function as complementary tools, whose educational potential depends on their critical integration into pedagogical practices, without replacing the role of the teacher.