Applying a theoretical model for explaining the development of technological skills in statistics education

The Guidelines for Assessment and Instruction in Statistics Education Project College report states that, “Technology has changed the way statisticians work and should change what and how we teach” (Aliaga et. al, 2005, p.4). In response to this reform, the use of technology in statistics courses has been on the rise (Garfield, Hogg, Schau, & Whittinghill, 2002; Hassad, 2012). The prevailing attitude towards the use of technology in statistics education has been to focus “on the content and not the tool” (Chance, Ben- Zvi, Garfield, & Medina, 2007, p. 4). This sentiment was epitomized by Moore (1997) who argued that the most effective teaching occurs when content, pedagogy and technology align. Statistics instructors have focused their use of technology on enhancing the teaching and learning of the major outcomes of statistics education, namely statistical literacy, reasoning and thinking (Ben-Zvi & Garfield, 2005). These outcomes deal with students’ knowledge and understanding of statistical methods and concepts.