This paper reports on a design-based research project that investigated the possibilities of creating a novel learning environment in a music teacher education course that would enhance student engagement and learning outcomes. It substantiates the pedagogical possibilities and practicalities of implementing instructional delivery technologies to augment music education as a valuable and productive way forward in addressing ongoing issues of quality and sustainability in initial teacher education. A range of pedagogical possibilities used to augment face-to-face interaction is presented. These illustrate how creating opportunities for students to engage in a range of social interaction and collaborative activities encourages a diversity of perspectives and dynamic exchange - a technological revolution through instructional evolution.