The author of this article reflects on the uses of technology in statistics education, comparing the state of the art as described in her article from 1992 with current developments. She reviews five categories of software: software that uses video as data, Geographical Information Systems, graph construction tools, systems with distribution and data manipulation capabilities, and probability generation tools. Considering how software has changed in the past fifteen years, the author argues that while remarkable technological progress has been made, many of the same pedagogical caveats apply as in 1992. These concerns are an integral part of studying the uses of technology as a learning tool in any content area, so it is important that we put them front and center as this journal begins and keep them there as it grows.
The CAUSE Research Group is supported in part by a member initiative grant from the American Statistical Association’s Section on Statistics and Data Science Education