After completing a PhD in music education, he became a Fulbright Graduate Scholar and earned another PhD in secondary and continuing education at the University of Illinois at Urbana-Champaign. Koji Matsunobu is a musician, educator, and ethnographer. Creativity and Commerce in Social Media, Digital Technology, and Music Education.Educating Musical Prosumers for the Economic Conditions of the 21st Century.
The Good, the Bad, and the Ugly of Social Media in Music Education.Nurturing Vulnerability to Develop Pedagogical Change Through MOOC Participation and Public Blogging.Can The Disabled Musician Sing?: Songs, Stories, and Identities of Disabled Persons In/Through/With Social Media.Resonating Bodies Online: Social Justice, Social Media, and Music Learning.Children’s Musical Play in a Digital Era.Learning From Japanese Vocaloid Hatsune Miku.Reflections From the Field of Communications: Weird Materiality.
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New Materiality and Young People’s Connectedness Across Online and Offline Life Spaces. Ethnomusicology, Music Education, and the Power and Limitations of Social Media. “Tradition,” Vernacularism, and Learning to Be a Folk Musician With Social Media. Social and Informational Affordances of Social Media in Music Learning and Teaching. Reflections From the Field of Communications and Anthropology: Learning to Dream and Dreaming to Learn. Fanception and Musical Fan Activity on YouTube. Musical (Dis)Empowerment in the Digital Age?. Cultivating Meaningful Personal Learning Networks in an Era of Multimodal and Globalized Music Learning and Education. A Content Analysis of Creating and Curating Musical Identity on Social Media. Feminist Cyber-Artivism, Musicing, and Music Teaching and Learning. Reports From the Field: “Vini Ansanm” Come Together for Inclusive Community Music Development in Port-au-Prince, Haiti. Reports From the Field: Connect: Resound as a Support for Music Making in Rural England. Reports From the Field: Learning to Play the Guitar With the Novaxe Online Learning Platform. Reports From the Field: Confessions of a Facebook Punk, or How Not to Do Social Media. Reports From the Field: The Multiple Affordances of Social Media for Classical Music Composers. 
Reports From the Field: Building a New Social Contract for Community Engagement Through Musical Virtual Hangouts. The Disquiet Junto as an Online Community of Practice. Swedish Hip hop Youth Association “The Movement” Goes Online. Online Collaboration in Supporting Music Teaching and Learning. Twenty-First-Century Implications for Media Literacy and Music Education. Diaspora, Transnational Networks, and Socially Mediated Musical Belonging. Reflections From the Field of New Media and Sociology: Networked Music Learning. Creating Multiple Sites of Engagement for Music Learning. 
Applications of Affinity Space Characteristics in Music Education. Envisioning Pedagogical Possibilities of Social Media and Sonic Participatory Cultures. Social Media and Theoretical Approaches to Music Learning in Networked Music Communities. Introduction: Why Should We Care About Social Media?.
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