This article presents a theoretical review of the integration of emerging digital technologies into the initial training of primary school music teachers, analyzing this process from the perspective of science and technology studies. Based on a critical review of recent literature (2010–2024), the trends, approaches, and challenges in integrating digital tools, virtual learning environments, collaborative platforms, sound-production applications, and generative artificial intelligence systems into music teacher education are identified. The analysis draws on theoretical frameworks from the science and technology studies field, particularly the social construction of technology, studies on technological systems, and debates on appropriation, agency, and power in educational digital environments. It is argued that digital technologies are not neutral artifacts: their design, distribution, and adoption in educational contexts are shaped by power relations, economic interests, cultural dynamics, and political decisions that directly affect formative processes. The review shows that pedagogically meaningful integration requires, beyond technical skills, a critical understanding of the sociotechnical dimensions that configure these technologies. It is concluded that 21st-century music teacher education needs to articulate active practice and bodily expression together with critical reflection on the technological devices and platforms that mediate such education.