This article presents teaching ideas designed to support the belief that students at all levels (preservice teachers, majors, secondary and elementary students) need exposure to non-routine problems that illustrate the effective use of technology in their resolution. Such use provides students with rapid and accurate data collection, leading them to sound conjectures, which is a precursor to learning mathematical proof. Students will therefore learn that while technology can be an effective tool for investigating problems, the onus of providing convincing arguments and proofs of their conjectures rests squarely on their shoulders. The paper describes how a diverse group of students took advantage of the power of the TI-92 to enhance their chances of reaching this final stage of proof. A series of mathematical problems are presented and analysed with a keen eye on the appropriate integration of the TI-92. A student survey was used to inform the results. To conclude, several challenging, yet accessible, non-routine problems were completed by students as undergraduate research projects, all using the TI-92 as a laboratory. Although most of the problems presented here have a discrete mathematics flavour, the authors' message is independent of the mathematical topic chosen.