Did you address some of the points I listed above? Are there other potential positive/negative aspects that you noticed?
I'm interested in examples where you have made use of WolframAlpha (or others) in class or on an assignment, and whether the students seemed to gain anything from it. sensitivity to initial conditions for diff eqs), experimenting with problems to identify patterns, getting a "solution" to discover a method that would yield such an answer Show students the long-range benefits of using such resources: explore similar problems (e.g.Show students the immediate benefits of using such resources: save time in computation, visualize a graph, check our work.Prevent students from committing academic dishonesty (however it be defined in your context) and, hopefully, discover when it occurs.Is there anything we can change about the way we teach calculus (in particular, for this thread) to make use of these tools? Ideally, we would like to simultaneously: Students know that WolframAlpha and other software/computational resources exist and will make use of them as they see fit. (This question developed from a comment in the thread "Revisiting the chain rule".)
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