Among the results of this research:
• The extension of the work done in the computer room (with the software) by activities in class or at home with the handheld is a fundamental element which favors the dual-technology solution;
• Both versions of TI-Nspire technology inherently include a documentation aspect (organizing resources, exchanging, transforming, creating) that have impacts on the work of teachers and students;
• TI-Nspire technology is easy to access, though at the very beginning, teacher training is  necessary;
• The introduction of the TI-Nspire technology is a factor favoring the transformation of teacher practices but the technology is not the sole cause of the transformation;
• The presence of professional development can optimize the time to getting started with technology. This training can be internal (between the teachers in the same school) or external (by experts);
• The resources used by teachers are built on their previous experiences. The way in which the form of resources used by a teacher change is related to their professional habits and is gradually and continually developed.
Conclusions
We noted the need to support teachers, particularly for resource design and their use in specific scenarios in the classroom to show how to integrate the technology in maths lessons.
The technology is a lever for change in teaching practices, but must be accompanied by training.
This research could be extended by a thorough study of the technology used by teachers and students, linked to resource design and effective learning,.

This is an English-language summary of the full report, which is in French.  It is available at http://educmath.inrp.fr/Educmath/recherche/equipes-associees/e-colab/rapport.pdf