The scope of this working group is to address opportunities and possibilities, as well as chal-lenges and limitations, of information and communication technology (ICT) and other re-sources for student learning (see Trgalová, Clark-Wilson & Weigand 2017). ICTs include software programs, various kinds of hand-held devices, online and classroom activities, and sensors. In addition, ICTs are considered in relation to more traditional non-digital resources such as textbooks, worksheets and various types of tools and physical manipulatives. We want to establish an overview of the current state of the art research in technology use in mathematics education, including practice-oriented experiences, research-based evidence, and theoretically enriched perspectives, as seen from an international perspective and with a focus on student learning. We also aim to suggest important trends for technology-rich mathematics education in the future, including a research agenda. Even though TWG 15 is closely related to this theme, it focuses more specifically on the role and practices of the teacher. In TWG 16, we had 28 presented papers and 14 posters. To promote more indepth discussions, we split up for some sessions into TWG16a and TWG16b.