Countries around the world continue to invest in Information Communication Technologies (ICT) for education and this has led to increased attention from stakeholders (e.g., policymakers, educators, private sector, curriculum developers) (Trucano, 2017). ICT has affordances that may facilitate students’ development of problem-solving skills, analytical skills, and critical thinking needed in the 21st century. However, stakeholders assume the presence of ICT in the classroom will lead to changes in teachers' instructional practices and enhance student learning in critical subjects (e.g., mathematics). Examining the different relationships among key stakeholders (e.g., students, teachers, school leaders) in a learning environment uncovers assumptions about ICT and provides insights into effective and sustained ICT integration (Fullan, 2016). These relationships can explain factors that contribute to the varied ways that teachers use ICT in instruction. With the documented underutilization of ICT in the U.S., a comparative study can provide a global outlook of teachers’ ICT use that may help contextualize this discrepancy from an international lens. Furthermore, a study investigating how mathematics teachers use ICT in their classrooms can shed light on areas that need continued research and subsequently enhance students' learning. To that end, using data from the Teaching and Learning International Survey [TALIS] (OECD, 2013) survey, this study focused on eight countries (Australia, Finland, Latvia, Mexico, Portugal, Romania, Singapore, and Spain) to investigate (a) To what extent do teachers use ICT in mathematics instruction? (b) What is the relationship between professional qualifications (e.g., technology training) and teachers' ICT use of ICT? (c) What is the relationship between teachers' instructional approaches (e.g., constructivist approaches), beliefs (e.g., self-efficacy) and ICT use in instruction? (d) Do teachers use ICT differently in mathematics instruction among students with different characteristics (mathematics achievement levels, special needs status)? (e) How do school contexts predict teachers' ICT use? Results show that teachers' education levels, mathematics self-efficacy, constructivist practices and cooperation amongst educators are associated with ICT use in instruction. Also, mathematics teachers are most likely to incorporate ICT in classes with students with low socioeconomic status. Administrative support and teachers' constructivist beliefs are not associated with teachers’ ICT use in mathematics instruction. Implications for practice and future research of these findings are discussed.

This study investigated the relationship between student achievement and how mathematics teachers use technology. The productiveness and accessibility of technology has prompted many school systems to require teachers to integrate technology into the classroom. Integration of technology has become a key standard of best practices. Some schools are investing in one-to-one computing by providing each student with a personal device such as a laptop or a tablet. Nevertheless, the methods in which students are taught in the classroom have not changed considerably (Heitink, Voogt, Verplanken, van Braak, & Fisser, 2016; Mishra & Koehler, 2006). This research is a secondary data analysis using the student and teacher data from the United States for the 2011 Trends in Mathematics and Science Study (TIMSS), collected by International Association for the Evaluation of Educational Achievement (IEA). This study looked at teachers' comfort level with technology particularly for preparation, administration and classroom instruction, their access to technical support, and the quality of support received, such as professional development, and whether these factors impacted student performance. Five Hierarchical Linear Models (HLM) were fitted to investigate whether any of these determinants were statistically significant for impact on student performance. Only teachers' use of technology for administrative purposes was statistically significant, and this had a negative correlation value. Control variables were added to the HLM models to account for the school contextual situations and student backgrounds that have been found to impact student learning. The control variables that were statistically significant in relation to student performance in all five models included student gender, birth year, and their father's highest level of education. The school level variable, percent of disadvantaged students, in a school was also statistically significant. Findings suggest the use of technology by teachers does not improve student performance. The results of this study demonstrate the need for: a) school leaders to monitor how teachers are using technology and whether constructivist teaching methods are being practiced by teachers, particularly in schools with a high percentage of disadvantaged students, b) technology coaches to work with teachers to improve teachers' self-efficacy with technology, and to plan professional development as needed, c) technology use to be included in the instructional planning phases and not as an afterthought, and d) teacher preparation programs to continue to update their curricula to include activities that focus on all aspects of technology use for pre-service teachers.

How have schools been affected by the introduction of computer technology, and has it changed the school life and experience of students? This book uses research from both large and small secondary schools, including those specializing in technology and those with higher numbers of pupils with special needs, to look at the results of all the political initiatives and investment in ICT. The authors found that the ambitious expectations fell short of reality. Their research into the reasons for this shortfall can help teachers understand and develop ways to make the best use of computers in their schools. It is equally informative for educational researchers and policy-makers.

The purpose of this study was to explore the relationship between time spent on a computer managed integrated learning system entitled Accelerated Math and traditional mathematics instruction on achievement as measured by standardized achievement tests of elementary school students. The variables of ability level, special education, grade, socioeconomic status, gender, classroom teacher, school attended, and degree of implementation were also considered. The population consisted of 542 students who were sixth, seventh, and eighth graders during the 2003-2004 school year and took the TerraNova each year. Data were gathered that covered the three-year period beginning in 2001 and ending in 2004. A t test for independent samples, analysis of variance (ANOVA), and analysis of covariance (ANCOVA) were used to identify the relationship between variables. The researchers investigation of the relationship between Accelerated Math use and mathematics achievement might assist educators in planning for use of technology as a supplement to traditional instruction. The information gathered from this research might be beneficial to other school systems seeking information on the relationship between a computermanaged integrated learning system and math achievement. The findings in this study were mixed. The use of Accelerated Math was associated with no effects and negative effects depending on the degree of implementation. The findings indicated that there were measurable differences in the performance of students who received Accelerated Math compared to students who did not receive Accelerated Math. Students who did not receive Accelerated Math had higher overall scores than students participating in the intervention. The study indicated that gender, special education, and ability groups did not have a significant interaction with the intervention (participation in Accelerated Math). The research revealed that there was a socioeconomic status interaction intervention with prof.