Driscoll (2002) offers four guidelines as a framework for appropriate use of technology:

in context

active

social,

reflective

Learning occurs

Learning is active

 Learning is

Learning is

 Learning is social,

 Learning is social

 Learning is reflective

Learning is reflective

Technology Integration Planning (TIP) model

five phases for effective technology integration

As emphasized by US Department of Education's (n.d.) report on technology and education, to effectively integrate technology into mathematics classrooms three prerequisites are necessary: a) students and teachers must have equitable access to technology, b) teachers must receive adequate training in the use and implementation of technology within their curricula, and c) teachers must be provided with timely access to technical support so that they are comfortable with integrating technology in their classrooms.