This case study documents the struggles and successes encountered
by a pre-calculus teacher while using classroom
connectivity technology (CCT) daily in her community college
mathematics course. CCT refers to a wireless communication
system that connects a teacher’s computer with an
individual student’s handheld calculator and has been associated
with positive academic outcomes (Pape et al., 2011).
CCT allows the instructor to send documents, collect student
responses, and project student work for classroom discussion.
Due to the increased complexity of teaching using CCT, however,
teachers often struggle with initial implementation. For
example, the instructor struggled with a lack of time to plan
and execute activities using CCT. She also had to develop
an understanding of how to use CCT effectively and how to
resolve technical issues that arose during the lesson. The instructor
also experienced numerous successes. CCT was used
for formative assessment, to promote involvement among students,
and to exhibit and connect multiple representations of
a mathematical concept. This case study provides mathematics
educators seeking to understand the costs and benefits of
implementing CCT with valuable insight into issues of early
implementation.

Case, E., & Pape, S. J. (2013). Struggles and Successes Implementing Classroom Communication Technology in a College Pre-Calculus Course. Jl. of Computers in Mathematics and Science Teaching, 32(1), 473-492.

Article is available from the journal.