The purpose of this study was to design technology-integrated activities for resource room students at the junior high school level and to explore its effect on students' mathematics attitude and achievement. The results showed that these technology-integrated activities can effectively improve the mathematics attitude of the three mathematics lower achievers in the resource room. Although students still encountered difficulties in learning some of the content, most of the time they did show complements of teacher requests and learning objects. In the topic of integer addition and subtraction, students thought that using PowerPoint to show the outlines helped them understand the big ideas. Using red and blue tai chi to represent positive ones and negative ones, students seemed to get the idea of integer addition and subtraction. This Flash learning material also helped students to practice effectively. However, students did not perform well on the midterm and were stricken by this result. This may be due to a big difference between the midterm and the ordinary practices in the resource classroom. In the topic of the transformation of geometry figures, students were observed positive participation and discussions during class time. They experienced difficulties when studying the characteristics and applications of the concept about bisector angles. Even though the researcher revised the teaching activities and explained this concept again, students still did not get the concept and had lots of difficulties to solve problems which include an application of this concept. It was also found that three students liked these technology-integrated activities, and expected teacher use technology to teach mathematics in the future.