With the ever-evolving implementation of technology in the teaching and learning of geometry, the task of designing and/or finding suitable questions or problems that can facilitate and promote mathematical reasoning and accurately assess students' understanding of the subject matter can be a challenge. It is the aim of this article to share the findings of an experimental study on the use of GeoGebra graphing technology as an ITC tool coupled with proofs without words in our teacher training geometry classes. The problems used for our experimental study may not appear to be rigorous and challenging in terms of mathematical contents but are perfect tools for pedagogical purposes. It is hoped that the ideas presented in this article can motivate future experiments and studies in this direction in the teaching and learning of geometry.