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Introductory Differential Equations began as a text originally titled Introductory Differential Equations with Boundary Value Problems. After revisions and new editions, we no longer saw Introductory Differential Equations with Boundary Value Problems but rather a text that we have titled Introductory Differential Equations. The first edition of this text, Modern Differential Equations, was “modern” because it was one of the first texts that required access to a graphing calculator, computer algebra system, or numerical software package. Computer algebra systems and sophisticated graphing calculators have changed the ways in which we learn and teach ordinary differential equations. Instead of focusing students’ attention only on a sequence of solution methods, we want them to use their minds to understand what solutions mean and how differential equations can be used to answer pertinent questions. Now their use is expected in a standard course, so the term “modern” no longer applies to the text. Interestingly, this metamorphosis in the teaching of differential equations described occurred relatively quickly and coincided with our professional careers at Georgia Southern University. Our interest in the use of technology in the mathematics classroom began in 1990 when we started to use computer laboratories and demonstrations in our calculus, differential equations, and applied mathematics courses. Over the past years we have learned some ways of how to and how not to use technology in the mathematics curriculum. In the early stages, we simply wanted to show students how they could solve more difficult problems by using a computer algebra system so that they could be exposed to the technology. However, we soon realized that we were missing the great opportunity of allowing students to discover aspects of the subject matter on their own. We revised our materials to include experimental problems and thought-provoking questions in which students are asked to make conjectures and investigate supporting evidence. We also developed application projects called Differential Equations at Work, not only to emphasize technology, but also to improve the problem-solving and communication skills of our students. To preserve the “wow” aspects of technology, we continue to use it to observe solutions in classroom demonstrations through such things as animating the motion of springs and pendulums. These demonstrations not only grab the attention of students, but also help them to make the connection between a formula and what it represents. This text is designed to serve as a text for beginning courses in ordinary differential equations. Usually, introductory ordinary differential equations courses are taken by students who have successfully completed a first-year calculus course, a basic linear algebra course, and this text is written at a level readable for them.