Two discussion prompts:

	1. Technology as crutch versus tool - strategies.
	•	Ties in to second issue - you can point out that the computer is definitely *not* perfect.
	•	Point out that they need to be skeptical
	•	Students enjoy it in physics, *seeing* velocities, can add to experience - why not in math?  
	•	Take care of mundane calculations - that they demonstrate they can get the concepts
	•	Trying to come up an exercise which really tests the concept well and technology helps make the question, but can't answer it.
	•	For basic algebra, it can really be a problem (e.g., factoring).
	•	Calculators on exams can really be a problem, need to make very clear expectations.
	•	Can spend too much time on technology, not enough on mathematics
	•	Really get people working on the programming early, so that they see that it's actually interesting and hard.  Coding the process will really make them understand it.
	•	Need to have a place where at least students *know* what it's all about.
	•	Code snippets good, but what about students for whom this is not really appropriate?
	•	Learn more software yourself so students need to learn less of it.
	•	Could just show with software, but not actually teach the software at all, so they aren't really tempted to do anything with it.

	2. How to handle where software differs from the teaching.
	•	Students might cease to trust the system, rather than learn the math.  Don't really care about the math anymore.
	•	Some things technology is not really appropriate for - it's just faster by hand.  Use technology as a check, not a tool.  Part of the culture, and need to know the higher things, not the basic computations.
	•	Make sure that the computer actually IS wrong before saying it's different.  Use it to expose them to the outside world.