Results: Results indicate that the effect of each technology activity on students’ motivation was quite modest. No gains were found in self-efficacy; for implicit theory of ability, a lower incremental view of ability was found; we found modest declines in value beliefs. With respect to math learning, students in all here inductions had modest improvements in their scores on the math learning measure. However, these effects were modified by students’ grade level and not by their demographic variables. In addition, teacher-level variables did not have an effect on student outcomes.