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Studies have shown that the use of computer technologies enhance the learning of students. The integration of ICT is seen as a priority by governments and schools both in Australia and overseas but despite the resultant provision of infrastructure and professional development, little appears to be happening in secondary school classrooms. Mathematics education in public secondary schools in New South Wales, Australia and around the world has been experiencing a wave of reforms directed toward the integration of technology in mathematics courses. This book modeled mathematics teachers use and non use of technology in teaching using variables such as: beliefs of mathematics teachers about teaching and learning of mathematics with or without technology, barriers to computer use and professional development undertaken by teachers with technology. It also contains a comprehensive discussion of learning theories that are useful in teaching mathematics with technology. The prospective and experienced mathematics teachers interviewed shared their teaching experiences when to use and not use technology.