At the beginning of the 14-15 school year, each classroom was given an iPad and a set of clickers. The clickers were very similar to ones that I used at ISU (and I assume are still used?) which allow the teacher to pose questions and elicit immediate feed back from students. The web program the clickers went with even allowed the results to be projected. This technology at least allowed immediate feed back for formative assessment and all students were participating in the entire class at the same time. However, the questions were limited to multiple choice questions, and the technology itself was not really being used in instruction, it was more of an assessment piece.
Each classroom was also provided an iPad. Th iPads clearly had the ability to be more engaging with the students, be interactive, and provide better visual and audio opportunities for students. The problem with this arose in that 1) the iPads were simply handed to us at the beginning of the year, and we the teachers, were never given any directive in terms of how to use them and 2) it was difficult in a junior high setting to incorporate a singe iPad into lesson plans, whereas the elementary classes generally just made it a part of a station. In my classroom the iPads ended up mostly being used for students to take AR tests during study hall (so unrelated to content) or playing games after they were done with their other work (the games were social studies in nature, but not the content of class, ex: stack the state game after finishing world history homework)