The study used data from the Third International Mathematics and Science Study to determine trends in calculator use among Population 2 (13-year-olds) students in Japan, the United States, and Portugal. While relatively high levels of calculator use were observed for the US and Portugal, virtually no calculator use was found for the Japanese sample. Hierarchical Linear Model analysis determined a statistically significant negative relationship between students' frequency of calculator use and student performance in Japan; no statistically significant relationship was detected for the US and Portuguese samples. US student achievement was positively associated with each of the five reported ways in which calculators are used; however, a statistically significant negative relationship was found between student performance and Japanese students' use of calculators on tests. Plausible explanations are explored.The Third International Mathematics and Science Study (TIMSS), conducted in 1994-1995, surveyed international school children and their teachers to determine the scope of several questions concerning educators. Among these questions were (a) the role of technology in teaching and learning mathematics and science and (b) international variation in mathematics and science curricula. Three populations of students and their teachers were surveyed in 46 educational systems internationally. The subgroups of testing focused on 9-year-olds (Population 1), 13-year-olds (Population 2), and students in the last year of secondary school (Population 3). Data from these groups correspond to grades 4, 8, and 12 in most educational systems. Because the researchers were highly interested in the use of technology by middle school mathematics students and in the practices of their mathematics teachers, the focus of research in this study was on Population 2.

The success of any educational technology lies in how students interact with it in an educational setting. In the iLRN model (Lennex & Nettleton, 2009), the teacher provides instruction but through activity theory the students transform the learning to suit their own designs. The quality of teacher directions determines the extent to which students depend on the teacher for further feedback and technical assistance. If a teacher is perceived as not understanding even a small part of the technology, Lennex (2008) discovered that P-12 students are unlikely to ask for clarification of assignments or for any further assistance. Exploration and peer coaching replaced the teacher. Technologically literate teachers who interacted with their students and encouraged the scaffolding of knowledge discovered that final student projects demonstrated higher levels of critical thinking and creativity when compared to teacher-controlled projects.

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When students are identified for gifted services, one of the first questions asked by parents is, “What will my child be doing that is different from what is being done now?” The purpose of this first chapter is to provide a foundation as the reader proceeds through the following chapters in the book. The chapter presents the characteristics of gifted students along with the ways gifted services are delivered to students at various levels. This chapter, and actually the whole book, looks at ways to meet the needs of gifted students in the K-12 environment. Gifted students need instruction that enriches their conceptual attainment, helps them make connections and patterns between content areas, and develops an understanding of real-life applications of content. The growing availability of technological resources has empowered teachers to meet the academic needs of students and provide an enriched learning experience for all students. The wide range of software has provided gifted students opportunities to independently explore areas that would not be possible in the regular classroom.