This paper describes how computer-based music technology has become an established aspect of the contemporary music industry and some education settings. Although to date there has been little use of computer music technology in the early years of schooling, recent developments in the scope and quality of software are providing new opportunities for children's learning. Through such programs, children engage in complex musical processes using new forms of literacy which link sounds and visual symbols. The paper describes research which was conducted over periods of several months in classroom environments in South Australia. Data was collected using qualitative methods, including observation and interviews. The paper illustrates the potential of new music technologies in the early years by describing how children used two particularly innovative programs: super Duper Music Looper and MidiPads. These activities are shown to be new forms of literacy.
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