Statistical education now takes place in a new social context. It is influenced by a movement to reform the teaching of the mathematical sciences in general. At the same time, the changing nature of our discipline demands revised content for introductory instruction, and tehcnology strongly influences both what we teach and how we teach. The case for substantial change in statistics instruction is build on strong synergies between content, pedagogy, and technology. Statisticians who teach beginners should become more familiar with research on teaching and learning and with changes in educational technology. The spirit of contemporary introductions to statistics should be very different from the traditional emphasis on lectures and on probability and inference.