I hadn't heard of soundbeam before so I hope some of the resources below will be useful.
The TTRB published a review of a demonstration from LT Scotland using Soundbeam - see link below. BECTA also describe its use in a school and it is also reviewed on Teachers TV.
The research articles that I found are quite dated (though one article found on ERIC is available online in full text) but you may be able to request the others via interlibrary loan from your university/college library?
As for more critical articles relating to ICT I suggest you may want to look at research about barriers experienced by teachers or maybe about pupil attitudes (particularly girls) to ICT? See E-librarian example below.
It could be useful to look at the education indexes (BEI, AUEI and ERIC) and search with terms such as information technology, computer uses in education, computer assisted learning then add additional search terms such as pupil attitudes, teacher attitudes, educational philosophy, effectiveness and so on?
You haven't given an educational level so including the terms: primary education, elementary education, secondary education and so on will also narrow down your results.
I hope this helps.
A music lesson using Switch programs and Soundbeam - the webpage link has changed so click here to access the site: http://www.ltscotland.org.uk/ictineducation/sharingpractice/secondary/soundbeam/feedback.asp
Getting Started with Soundbeam
Secondary ICT Kit
Musical empowerment for people with multiple disability. Publisher: University of Technology, Sydney, Broadway NSW, 2003. Newland-D-E.
"This qualitative study investigates if and how adults with multiple disability interact with a Soundbeam and a facilitator to develop self-directed responses. A Soundbeam is a non-tactile Midi device used in music technology. The study also investigates how people from preintentional and intentional levels of communication can be encouraged to make self-directed movements and sounds. Questions as to whether individuals have individual music expression and if preintentional individuals show musical intention are also explored. This design has three phases. (1) Identification of voluntary movements and Soundbeam preferences; (2) Identification of individual interactions with a Soundbeam; (3) Identification of individual interactions with a Soundbeam and facilitator. The study uses qualitative, hermeneutic, interpretative methodology. Eighteen planned, flexible sessions include opportunities for choice-making and creative improvisation. Eleven participants with cerebral palsy participate in weekly sessions. The research is supported with documentation in the form of audiovisual tapes, computer sound files, audio cassette recordings, the Triple C (Checklist of Communication Competencies), indicators for self-directed choices and a survey from two independent observers. Results of the study show outcomes in development of self-directed responses. Individual music expression is shown in individual sound patterns. Development in self-directed responses is shown with some individuals. Several preintentional individuals show musical intention. The study also reveals areas where certain professional practice issues and techniques are successful or may need to be improved. (Author abstract)."
'See that? That's magic!' : new sounds and sights in music movement improvisation : the Soundbeam experience. In 'New sounds for a new century' edited by E Gifford, A Brown and A Thomas, pages 270-277. Brisbane : Australian Society for Music Education, 1997. Russell-K, Russell-N.
"This paper reports progress towards the development of a music /movement curriculum for special education students based on a music improvisation approach to teaching and learning. Combining innovatory technology in the form of a sonar device linked to a MIDI compatible sound source such as an electric piano, with improvisatory teaching methods has enabled students with profound learning difficulties to demonstrate music/movement composition."
Layered Analysis: A Video-based Qualitative Research Tool to Support the Development of a New Approach for Children with Special Needs. Bulletin of the Council for Research in Music Education, Fall 1996, no. 130, p. 65-74, ISSN: 0010-9894. Ellis-Phil.
"Describes an experiment documenting the musical sounds made by children with severe and profound and multiple learning disabilities. Production of these sounds is made by synthesizers and an EMS Soundbeam device that registers sounds created by body movement. Discusses the analysis of these sounds and their use in subsequent therapy."
"That Was Me!": Applications of the Soundbeam MIDI Controller as a Key to Creative Communication, Learning, Independence and Joy. Paper presented at the California State University Northridge Conference on Technology and Persons with Disabilities (Los Angeles, CA, March 1998). , March 1998, pp. 9. Swingler-Tim.
ICT Attitudes Primary
British Education Index
NOTE: For information about accessing full text articles please read this TTRB article: Access to full text journal articles
What happens as student teachers who made very good use of ICT during pre-service training enter their first year of teaching? Teacher Development, May 2009, vol. 13, no. 2, p. 93-106, ISSN: 1366-4530. Hammond-Michael, Fragkouli-Elpiniki, Suandi-Ida, Crosson-Sue, Ingram-Jennifer, Johnston-Wilder-Peter, Johnston-Wilder-Sue, Kingston-Yvette, Pope-Melanie, Wray-David.
An evaluation of the quality of ICT teaching within an ICT-rich environment: the case of two primary schools. Education and Information Technologies, October 2005, vol. 10, no. 4, p. 323-340, ISSN: 1360-2357. Zakopoulos-Vassilis.
The technologisation of education: philosophical reflections on being too plugged in. International Journal of Childrens Spirituality, August 2009, vol. 14, no. 3, p. 289-298, ISSN: 1364-436X. Laura-Ronald-S, Chapman-Amy.
Technology-enhanced learning: a question of knowledge. Journal of Philosophy of Education, August 2008, vol. 42, no. 3-4, p. 505-519, ISSN: 0309-8249. Derry-Jan.