In recent years, there has been a growing interest in the use of graphing technology for the teaching of mathematics. This interest has been, in part, sparked by the recommendations of the National Council of Teachers of Mathematics (NCTM) Standards and "Everybody Counts: A Report to the Nation on the Future of Mathematics Education." The Standards call for the use of technology in the classroom; however, they also call for the integration of mathematical concepts across the curriculum. This review of the research seeks to examine both of these issues, in particular to what extent the use of graphing technology coupled with data collection devices can be beneficial in mathematics and science classrooms. The paper provides the reader with an overview and discussion of some of these results. (Contains 31 references.) (Author/NB)