My research showed me that the calculator can be used to differentiate instruction for students of varying abilities, interests, and learning styles.  To do this successfully, time needs to be built in for educators to become familiar with the calculator and the needs of their own students.  The students' feedback gave me great insight into which activities were successful, those that needed to be modified, and those that needed to be abolished.
What surprised me most was how much it altered the way my classes thought about geometry...students...often discovered theorums before they were presented in class...I also saw struggling students make meaning out of complex concepts.  In addition, student retention seemed to be increased.

Posted with permission of the author.