When reading this chapter, I thought about my 8th grade probability class. We did not use any technology to learn the concepts. I learned how to find mean, median, and mode very well, but I did not understand how changing one point would affect the mean, median, and mode. I remember doing practice problems where one data point was changed, but instead of focusing on the change that happened, I focused on the busy work. We did all the problems by hand, so what stuck in my mind was how to find an answer, not what the answer actually meant.
With technology, I could have understood the importance of actually computing the average and what an average means instead of following the steps to get a number. I think it's important to learn the steps and then expand on those steps by putting them into data spreadsheets.
It seemed like Mrs. Remille introduced mean, median, and mode before spreadsheets, because her students were able to use their knowledge of mean, median, and mode to guide them through the spreadsheet process and interact with the teacher. They even used their previous knowledge of mean, median, and mode, to help learn a completely new topic--standard deviation. I LOVED how Mrs. Remille guided her students to the answers instead of telling them throughout this chapter. She expanded her class's knowledge of topics they already knew and allowed them to find a definition of a new, more advanced topic.
This is definitaly how I would want to use technology.