The dramatic growth in enrollment, great variation of quantitative sophistication levels, and motivation of students to learn have resulted in challenges to teaching an introductory course in statistics. During the last few decades there been several studies to determining how students learn statistics and how to be more effective in helping them to learn [Garfield, 7; Cobb, 2]. The original three recommendations of the Cobb report [Cobb, 2], i.e. emphasize statistical thinking, focus on concepts and foster active learning, have been expanded and the emphasis is placed on statistics literacy and statistical thinking by three authors [Gal, 6; Rumsey, 16; Utts, 17]. In general, the recommendations suggest to: use technologies available, simulations to illustrate concepts, assessment to get feedback of learning, implement changes in small steps, demonstrate software, and actively engage students to work in teams. Since the publication of the Cobb report [Cobb, 2], many changes were implemented to reform teaching of introductory statistics. Garfield [Garfield, 8] surveyed a large number of statistics instructors from mathematics, statistics, psychology, sociology, business and economics departments and concluded that advances in technology and software make tools and procedures easier to use, thus decreasing the need to teach the mechanics of procedures, but increasing the need for sounder grasp of fundamental concepts needed to use the tools