An adapted alternating treatments design with initial baseline and final best treatment phase was used to evaluate and compare the effects of two classwide interventions, detect--practice--repair (DPR), and self-mediated iPad instruction, on the multiplication math facts fluency in an inclusive third-grade classroom. Twelve students participated in both interventions over a 3-week treatment phase. Results showed that although both interventions were effective, in general, students showed greater gains during the iPad intervention compared to the DPR intervention. Intervention acceptability results also revealed that students, teachers, and parents preferred the iPad intervention. The discussion focuses on the benefits and implications of using technology to differentiate instruction in inclusive settings.