  Technology integration in educational settings has led to the development of
novel sensor-based tools that enable students to measure and interact with
their environment. Although reports from using such tools can be positive,
evaluations are often conducted under controlled conditions and short
timeframes. There is a need for longitudinal data collected in realistic
classroom settings. However, sustained and authentic classroom use requires
technology platforms to be seen by teachers as both easy to use and of value.
We describe our development of a sensor-based platform to support science
teaching that followed a 14-month user-centered design process. We share
insights from this design and development approach, and report findings from a
6-month large-scale evaluation involving 35 schools and 1245 students. We share
lessons learnt, including that technology integration is not an educational
goal per se and that technology should be a transparent tool to enable students
to achieve their learning goals.
