With the rapid development of information communication technology, social media has become a necessary part of people’s daily life. Recently, many music teachers have applied social media to augment their classes and enhance their teaching. This article explores the use of social media for musical instrument education, with a focus on the violin and piano. A qualitative semi-structured interview was conducted with eight music teachers from music centers and studios. Our participants revealed that social media creates a virtual environment to extend (but not to replace) face-to-face instruction, which facilities knowledge sharing, arouses students’ interest, and supports communication. For pedagogy, social media helps students improve musical instrument playing techniques (e.g., posture, fingering, and rhythm) and musical styles. Drawbacks of applying social media are mainly the quality of content, difficulties in differentiating subtle differences (e.g., intonation), and inadequate talent of some students. Therefore, teachers need to pay attention to these issues and use social media to develop a better educating environment for individual learners.

随着信息通信技术的飞速发展，社交媒体已成为人们日常生活中必不可少的一部分。最近，许多音乐老师已经使用社交媒体来扩大他们的班级并增强他们的教学。本文探讨了社交媒体在乐器教育中的使用，重点是小提琴和钢琴。对来自音乐中心和录音室的八位音乐老师进行了定性的半结构化访谈。我们的参与者发现，社交媒体创建了一个虚拟环境来扩展（但不能替代）面对面的指导，从而促进知识共享，引起学生的兴趣并支持交流。对于教学法，社交媒体可帮助学生提高乐器演奏技巧（例如，姿势，指法和节奏）和音乐风格。应用社交媒体的弊端主要是内容的质量，难以区分细微差异（例如语调）和某些学生的才能不足。因此，教师需要关注这些问题，并使用社交媒体为个体学习者创造更好的教育环境。