First of all, the teachers lose their status of being the only source of knowledge, and take on the role of collaborating with the students and helping them in their process of discovery and acquisition of knowledge. This means that the relationships between the teacher and students and among the students themselves change. When the teachers stop being the centre of the class, they can give the students greater individual attention , and the students cooperate more with each other and develop a greater sense of group spirit. Using these tools, everyone has something to teach and learn.

It is also worth noting that technological resources in the classroom foster independent learning in an informal and entertaining way. The students question more what they are doing in class and the reason for answers which have an immediate application and repercussions. The immediate answers given by the tools encourage self-correcting on the part of the students, which leads to experimentation and the discovery of knowledge. The final results of music education are more satisfactory and lasting than when more traditional resources are used, partly because the learning is more individualised and autonomous and the students can practice and advance at their own pace.

The very structure of the computer and the working habits inherent to its use lead to improvements in the students' way of working. They have to plan their tasks and choose the routines they are going to carry out in an organised way. Consequently, their attitudes towards work gain in organisation and independence.

The computer is used in music classes for students not only to learn music but also to gain a technological education that can be applied to other areas of the curriculum. Compared to other music resources, the main advantage is that with computers, you can hear everything. Whether it sounds good or bad you hear everything, so you can detect and correct mistakes faster and develop a more critical attitude towards your own work.