There have been many studies that have examined technology use in schools; most have relied on selfreport data from administrators, teachers, or students rather than on systematic classroom observations of technology use. The authors of the present study conducted systematic observations on 1,315 students from 220 middle school mathematics classrooms to examine the extent of technology use and whether there were gender, ethnic, or grade‐level differences related to the extent of students' use of technology. The descriptive results indicate that students used calculators about 25 percent of the time and computers less than 1 percent of the time in their mathematics classes. The multivariate analysis of variance results indicated no sex‐ or ethnicity‐related differences among students on their use of technology. Seventh grade students, however, were found to use calculators significantly more than sixth and eighth grade stu