As pedagogical training becomes more advanced and intensive, new methods of instruction that incorporate information technology are becoming increasingly important. The purpose of this article is to investigate how using the MuseScore scorewriter to teach solfeggio affects music students' ability to think creatively. The program designed for a quasi-experimental study was implemented with two groups of students (N = 87) at the "Conservatory of Music, Ningbo University." One group used the MuseScore scorewriter to practice solfeggio during weekly music lessons, while the other group used written notation. A mixed within/between-subject ANOVA test was used to examine students' mean pre-and post-test scores. The analysis revealed significant differences in total scores between the mean pre-and post-test scores. The experimental group significantly improved their creative thinking scores due to the intervention, whereas the control group showed only minor changes. More research is required to gain a fuller picture of music students' interactions with music technology and how they view its use in the classroom. Future research should expand on these findings by delving deeper into the reasons and motivations behind musicians' technology usage decisions, as well as the innovative ways in which they incorporate technology into their teaching methods.