Change growing from technological innovation occasions both excitement and apprehension for all educators. This is especially so in music education. For music educators, as many new wants as new worries accompany these changes. In this article, the author argues for the critical engagement of the music education profession to amplify positive change. This is a pragmatic view of technological change that emphasizes agency within the interplay of wants, needs, values, and practices as people change and are changed by technological innovation. To that end, and to better understand the possibilities and problems inherent in the present, the author reexamines larger trajectories of change over the past century. To do so, the present musical world is conceptualized as postperformance, a term used to capture the gradual decoupling of music from live performance via sound recording and the subsequent rise of the Internet and new media. In regard to learning, the present moment is framed through the lens of "ubiquitous learning", a paradigm for learning transformed by the Internet and mobile computing. An understanding of today's world is built on an examination of the changing locus of musical experience from performance to recording to postperformance, with attention to parallel changes in education. The second half of this article more fully connects the possibilities and problems inherent in ubiquitous learning approaches to music in a postperformance world. This interplay is explored in speculation as well as through the presentation of early evidence that new learning in music is occurring with and without music educators' participation. Three emergent concerns for music educators are then explored: (1) new avenues for racism in the digital age; (2) the influence of commercialism and proprietary culture; and (3) the constraints of intellectual property. (Contains 3 notes.)