Kulik (2003) found that computer simulations (p.59) and Instructional Learning Systems (ILS) (p.25) are effective only when they are integrated into the “regular classroom instruction.” In the case of ILS, it is particularly critical to allow students “an adequate amount of time on the programs” (p.24).

The level of technology used by the teacher significantly affected student academic achievement in mathematics in a comparison of fourth and fifth grade teachers and their students. Students whose teachers were high level users of technology in the classroom scored significantly better than did students whose teachers were low level users of technology in the classroom. Teachers who were high level users were differentiated from teachers who were low level users in terms of frequency and extent of use of computers with students, instructional methods used with technology, attitude toward the value of technology for learning, variety of uses of technology, and perception of influence of technology on student learning and behavior (Middleton & Murray, 1999).

It is important that teachers know that students can manipulate the software to achieve a visual solution without conceptual understanding of how the problem is solved. Numerous studies document student understanding of mathematics concepts from using computer-based and -assisted software. Logo programming, computer-assisted instruction (CAI) microworlds, and algebra and geometry software have been effective in facilitating mathematics achievement for elementary, middle, and high school students when teachers are skilled in guiding student activities (Simmons & Cope, 1990, 1993; Hillel, Kieran, & Gurtner, 1989; McCoy, 1996).

Classroom use of computer applications was demonstrated to be more effective than lab use for teaching mathematics. A set of fifth grade students had access to computers with standards-based software in their classrooms, along with teacher-led standards-based instruction (Basic Skills/Computer Education). These students had higher gains overall and in math on achievement tests than did students who experienced the same curricula and technology in lab settings (Mann et al., 1999).

Computer-assisted instruction can be effective when used in laboratories when emphasizing teaching of basic skills. In a study of reading and mathematics achievement among Chapter 1 students in Grades 2-6, experimental groups used Education Systems Corporation (ESC) software in computer laboratories twice per week during a period of one school year. Chapter 1 students who did have access to the computer laboratories demonstrated significant increases in achievement both in reading and in mathematics (Zollman et al., 1989).