Systemic integration of evolving technologies in undergraduate mathematics education and its impact on student retention

We outline the systemic integration and use of evolving technologies by two mathematics departments, the one in a Faculty of Engineering (in Hungary), the other in a Faculty of Mathematics and Science (in Canada). Clearly these two departments play very different roles in their institutions. In one case, the students are at the university to study engineering and the mathematics department plays a specific service role. In the other case, the department has a more general role and it must sustain its programmes for mathematics majors and also seek out its service role for other departments in the university. In this article our aim is twofold. First, we describe how these departments have undertaken and implemented the integration of technology in their programmes. Second, we reflect on how the systemic use of technology may impact recruitment, entrance and retention.