Despite emerging efforts to teach from within authentic music making contexts, electronic music in schools generally remains detached from the practices of actual composers. Often electronic technology is regarded merely as a set of tools for learning and, as a result, many view active engagement in technology-based music making as a supplementary, rather than essential, component of the music curriculum. This article introduces some of the practices of electronic music composition in which many composers currently engage, including perspectives, concepts, techniques and resources. The purpose is to provide a basis for the development of teaching approaches that are informed by authentic practices, and that have the potential to engage learners in music making beyond the classroom. (Contains 2 notes.)