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The potential benefits of integrating technology into mathematics instruction (ITMI) have been claimed, however research results comparing the effects of ITMI and other types of instruction in Taiwan are conflicting. In this study, a meta-analysis was performed to investigate the effect of ITMI on elementary schoolers’ academic achievement in Taiwan. we collected 164 studies which were published in Taiwan between 1993 and 2017. The research method used is the meta-analytic approach suggested by Borenstein et al. (2009), and Hedges’s d (1985) was used to calculate the effect size. In addition, 8 moderators were selected to examine their impacts on the overall mean Hedges’s d. The results indicated that ITMI produced a positive higher overall mean Hedges’s d of 0.372 than other types of instruction (e.g., traditional instruction) on students’ academic achievements. Moreover, 4 of the 8 moderators (i.e., year of publication, learning devices for students, teaching devices for teachers, and intervention duration) had a statistically significant impact on the overall mean Hedges’s d. The results suggest that the effects of ITMI are more positive than other types of instruction in Taiwan. The analyses of selected moderators also provided some important suggestions when applying ITMI in the educational settings.