In 1972, Charles Benner, a former college professor and president of the Music Educators National Conference, stated “It can be inferred that performing group participation has little effect on musical behavior other than the acquisition of performance skills, unless there is a planned effort by the teacher to enrich the performing experience with additional kinds of music understanding." Few would disagree that getting beyond the notes on the page and the mechanics of performance in order to help students develop a deep understanding of music is an important outcome of an instrumental music education. Yet despite various approaches utilized over the years, the development of comprehensive musicianship through performance has often been elusive. However, new, widely available technologies are prompting innovative teachers/conductors to implement novel learning strategies to facilitate experiences creating, performing, and responding to music for members of their ensembles. Examined through the lens of a research-based, conceptual model called Technological Pedagogical and Content Knowledge (TPACK), participants in this session will learn how technology, pedagogy, and content influence and constrain one another in a transactional relationship. Recognizing that there is no single technological solution that is appropriate for every teacher, school, classroom, or student, ways in which content, pedagogy, and technology may work together in a specific teaching and learning context will be considered. Research-based pedagogical approaches that align technologies with specific curricular outcomes will be explored, and applications to the development of comprehensive musicianship in bands will be provided.