This article considers the position of the new technology in relation to musical creativity in the classroom. Creativity in music education is generally believed to be a good thing. However, it does not always engage or motivate pupils. Moreover, processes and outcomes are often perceived to be distant from the pupils musical lives and lack sufficient musical authenticity. This paper outlines the nature of the new technology and suggests that it might, if effectively and imaginatively employed, engage a larger proportion of pupils in a more broadly conceived and culturally relevant creative response. (Contains 5 notes.)