Statistical significance and effect size calculations indicated that the equivalent of one grade level in General Certificate of Secondary Education (GCSE) was associated with the use of advanced and integrated multimedia, and that this was stronger than the effects of schools and sex of the students. A large-scale study was conducted in 4 high-achieving secondary schools to examine the differences made to students’ learning and performance by the use of multimedia and to relate this to different kinds of multimedia. This article reports a quasi-experimental study on the effects of multimedia teaching and learning in English Literature – a subject which places high cognitive load on students. These recommendations focused on a closer working relationship between institutions with increased opportunity for staff development, sharing of resources and staff support. This subsequently informed several recommendations that were suggested to help support schools and further education institutions in their provision of music and music technology courses. This data was then reflected upon in the light of recent changes made to GCSE and GCE music technology specifications, and several conclusions were drawn. These workshops were designed to elicit key data from both students and staff to explore the current provision of music technology and learner skills, ascertain responses to the technology and techniques introduced in the workshop, and develop a clearer picture of educational and career progression potential in students. Five practical workshops were carried out in local schools and colleges with level 2 and 3 students with the purpose of introducing technologies utilised at University Centre Doncaster.
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