I have a question related to the one on graphing calculators, especially since the posts also mention computers and inexpensive scientific calculators for statistics. I require the latter type of scientific calculator for my statistics classes. At my four-year college, students are comfortable with calculators and if not for the expense I would be willing to try out graphing calculators with them. In contrast, at my community college, where all the students are "graduates" of remedial math, there is a great deal of technophobia and even when I have them all buy the same calculator and I show them how to use it, there are students who get nervous in class, can't listen, and say they'll just do the formulas by hand, even though the calculator is the simplest I can find for them. This leads to two points: 1. If you are going to use graphing calculators in *developmental* math, you may need to consider whether technophobia will be a problem and you may need to allow plenty of time and individual attention for students to learn them effectively. 2. Can anyone on the list offer suggestions for ways to deal with this technophobia? When I try to teach them a computer package like Excel, there is even more resistance and I end up ragged and fatigued because so few students can learn it without my personally coming to their desk and showing them (despite simple written directions and classwide demonstration). They are afraid to experiment. That is the one area of teaching these students that still has me stumped! Annette Gourgey [log in to unmask]