ABSTRACT
In this chapter, we observe lessons in primary school classrooms in two school settings. We meet Loretta and Bec, teachers of students of the middle primary years (Years 3/4) in a public school and Jessica, a Year 6 teachers in a very well-resourced independent school. In Loretta and Bec's school, there are differing approaches to technology use for younger and older students, leading to a digital divide, not just in teaching approaches but also in staff attitudes towards technology use. In contrast, Jessica's school has an integrated approach to technology use from the early years to the upper years of primary school. In both schools, BYOD programs have been established for the older students, but in the public school, this approach required substantial communication with parents to ensure that they saw the value in the program for their children's learning. In terms of mathematics, the teachers in both schools saw the value in technology as a tool to allow children to use inquiry-based learning to explore mathematics topics and as a conduit for explaining and sharing their mathematical thinking.
