It is worth it, and, in the long run, unavoidable. It helped accomplish my goals, which are very rarely fully realized. It freed me of time taken drawing what are often bad pictures or slowly writing theorems in poor hand writing. It also forced me to be better organized. It allowed for increased communications since students could submit questions at anytime and get answers when I was able to have time at a computer, even while traveling. How do I know it helped? My evidence is purely subjective based on many years experience in teaching the subjects.

Well, I'm a skeptic myself. Most technological interventions in the classroom seem worthless to me and I don't bother with them. Once in a while technology allows you to do something you couldn't otherwise do, such as deal with a large data set or a complex modeling problem that must be handled numerically. This kind of exercise is very useful to the extent that it embeds the mathematical problem in a real world setting. I know it is useful because of interview data from the students themselves. I know the students understand the point of the computer assisted exercise because they are always asked to write extensively about it. Sometimes technology allows for experimentation or visualization that helps with the understanding of a phenomenon. I don't have data from these sorts of uses, so I can't swear it was better than some other alternative, except that I was unable to come up with an alternative.

Yes, it has been well worth it. I make substantial use of Excel® in one course and Maple® in another. In both cases, the students respond very favorably. The use of Excel® has been especially successful. Many students have told me they have used Excel® extensively after the course ended, including in the jobs they have obtained. I also know that they have a better understanding of how the mathematics taught in the course is actually used. I see them using the tools, in ways that are impossible without the technology.