ABSTRACT
In this chapter, the authors identify the ways that one can use computers to good effect in statistics and in research methods classes. In the course, students learn statistical reasoning and thinking, but the students develop these skills more fully in our research methods course and in a required three-semester research practicum experience. The goal of a successful integration of analytical software into an introductory statistics course must be to insure that students fully understand the analyses they conduct and can explain the results. The most effective learning in statistics occurs when the content, pedagogy, and technology work together in a seamless and balanced way. The key to this integration is to inhibit the tendency for technology to be the focus of the course rather than to use it as a pedagogical and practical tool. As with statistics, initial assessment of proficiency in research methods involves testing on course content and evaluation of proficiency in applied homework problems.
