Misconceptions in statistics among students of non-statistics major are quite common. This paper will present the humble efforts of the author in trying to reduce misconceptions among her statistics students using technology. The examples were drawn from the teaching and learning of statistics to Master of Technical and Vocational Education students in the Tun Hussein Onn University of Malaysia. EXCEL spreadsheet, power point presentation slides and concept mapping tool were integrated into classroom instructions for the topic of descriptive statistics. Increased class-room interactions were observed through out the learning process and a decrease in the percentage of students committing the identified misconceptions were recorded. Overall, the experience was a rewarding one for the author as well as the students
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