Mathematics and Science are particularly well-suited to the use of technology in instruction.
"All mathematical skills require knowledge of the fundamentals. When appropriately incorporated into classroom instruction, technology can be an effective classroom tool and can enhance learning. We define technology a electronic equipment that can be used to advance teaching and learning such as, but not limited to, four-function calculators, scientific calculators, graphing calculators, computer software (e.g. spreadsheets, statistical programs, dynamic geometry software, etc.), digital cameras, GPS, video, and multimedia, etc.[See SED Mathematics Resource Guide with Core Curriculum (1998) p. 8]
"Technology is a powerful student motivator; it helps students visualize concepts and ideas. Technology helps teachers engage students with different learning styles understand mathematical concepts and ideas. Through the use of technology, students are able to form personal references to mathematical concepts.
"The National Center for Educational Statistics, NCES, a part of the U.S. Department of Education, reports that by the fall of 2000, 98% of U.S. public schools had access to the internet. [See National Center for Education Statistics Report (2002), Internet Access in U.S. Public Schools and Classrooms: 1994-2001] Technology is here to stay and is continually changing. Technology can erase equity issues if all students have access to it. To assure that all students have equitable access to technology, there must be adequate state funding.
"The use of a calculator is essential. Research has supported the use of calculators and other technologies, in learning mathematics at an early age and beyond.[Clements and Sarama (2004), Recommendation 9. See also NCTM (2000) and National Research Council (2001) Adding it Up: Helping Children learn Mathematics, Chapter 9: Teaching For Mathematical Proficiency] Findings from TIMSS and other research show a strong relationship between calculator use and achievement at the secondary level.[Burrill et al. (2002): Harskamp, et al. (2000): Hollar and Norwood. (1999): Ruthven. (1990): Thompson and Senk. (2001)]"
www.regents.nysed.gov/2004Meetings/November2004/1104brd4.htm