My first readings of "A Revolution in My High School Classroom" and "The Technology Principle" overwhelmed me. These articles present a picture of mathematics curricula, lessons, and students transformed by technology that significantly differs from my experiences with high school mathematics. Because of this gap, I feel inadequate and unprepared to carry out these ideas as a teacher. The articles correctly emphasize the critical role teachers play in making decisions on the appropriate use of technology and in choosing assessment methods that evaluate mathematical understanding in a technological environment. The responsibility I will have in structuring and implementing mathematics lessons using technology frightens me. This discomfort initially caused me to look for excuses why the increasing use of technology is not a good idea.

However, organizing this reaction paper gives me a chance to look at the issue more systematically and objectively. The summary statement of the Technology Principle succinctly characterizes technology as both essential and influential. These are the two aspects of technology that I will discuss.

I fully agree with the articles' ideas on the necessity and the benefits of using technology. Mathematics instruction would unquestionably shortchange students if it failed to prepare them "for a world where technology is dominant" and to "make use of tools" that can powerfully improve their learning. I support the principle that technology should supplement rather than replace the familiar basics. The goal of enriching and deepening students' mathematical understanding is certainly the correct motivation for using technology. The emphasis on responsible, appropriate use of technology is a solid approach for the leading document on mathematics education reform to take.

In spite of my agreement with the essential need for technology, I feel ambivalent about the influence it may exert on teaching and learning. I think that dangers accompany some of technology's strongest advantages. Burrill's "A Revolution in My High School Classroom" gives a personal perspective on technology's influence on her individual class. I applaud the "change of focus" that she describes. Emphasis shifts from "routine procedures" to "thinking and reasoning" and mathematical concepts. However, I think that the primary focus on understanding must not neglect proficiency. Earlier, easier access to substantial mathematics is rightfully touted as another key benefit of technology. While using technology to look ahead to deeper mathematics, we must not let the calculator or computer become a 'magic' tool that students depend on psychologically and manually. While "quickly generat[ing] enough specific examples to see and discuss the effect" is invaluable for generalization and conjecture, we must not forget the benefits a student gains from getting down to the nuts and bolts of how and why an example works.

Overall, these two articles addressed the salient points of the technology issue well using common sense and moderation. Burrill's overstated closing sentence ("Giving students a state-of-the-art calculator gives them access to the power of mathematics") is the single exception to this moderate stance. I think that giving the calculators alone has the potential to do more harm than good; it is the appropriate, carefully chosen use of them that truly accesses mathematical power. Otherwise, the articles provide healthy realism by acknowledging the "upheaval, concern, and dissension" involved the technological "revolution" and by explaining that "[t]echnology is not a panacea." As a whole, this reading assignment sets the examples for us to follow in taking advantage of tremendous potential of technology in an informed, sensible manner.