In this study, we explore automated reasoning tools (ART) in geometry education and we argue that these tools are part of a wider, nascent ecosystem for computer-supported geometric reasoning. To provide some context, we set out to summarize the capabilities of ART in GeoGebra (GGb), and we discuss the first research proposals of its use in the classroom. While the design and development of ART have been embraced already by several teams of mathematics researchers and developers, the educational community, which is an essential actor in this ecosystem, has not provided sufficient feedback yet on this new technology. We therefore propose a concrete path for incorporating ART in the classroom. We outline a set of necessary procedures towards this goal, and we include a discussion on the benefits and concerns arising from the use of these automated tools in the mathematical learning process.