Graphics calculators are examples of powerful technologies that we want our students to learn to use well. However if we use them in our courses only for learning, students will not regard them with due importance because they are not integrated into the assessment. On the other hand, if graphics calculators are integrated into both learning and assessment there are risks associated with students becoming calculator dependent, issues of equity arise associated with calculator access and there may be problems with setting an appropriate examination. We discuss this dilemma in the light of our experiences and the reactions of our students over the last two years
