This article investigates a potential way ahead for music education in the 21st century. Drawing on material from the case study of a Manchester-based composer in northern England, it argues that those within formal education should examine more carefully the musical values and practices of artists and composers working with "technologically-enriched" contexts. It describes the need for the reconsideration of the role of technology in music education along with expanding the aims of music curricula and the possibilities for cross-disciplinary practice. Finally, the author urges all music educators to consider the wider artistic opportunities that new information communication technologies (ICT) can offer pupils. (Contains 1 note.)