In this paper, we describe results from a synthesis of re-search on classroom networks. We found that of three types of research studies identified-descriptive studies of teaching, outcome studies, and theoretical accounts of net-worked classrooms-the most common were descriptive studies. Descriptive studies, those which focused on identifying what is happening in classrooms that use the technology, point to a constellation of practices believed to be effective with classroom communication systems. Outcome studies point to the potential of classroom networks to support conceptual change, enhanced motivation and engagement, and better feedback between students and teachers. Although the theoretical accounts that attempt to explain reported effects diverge somewhat from one another, they help to explain different sets of research findings about classroom networks. We conclude the synthesis with recommendations for future research on classroom networks