"All this fussing and primping about which 'topics' should be taught
in what order, or the use of this notation instead of that notation,
or which make and model of calculator to use, for god's sake, it's like
rearranging the deck chairs on the Titanic!  Mathematics is the music
of reason.  To do mathematics is to engage in an act of discovery
and conjecture, intuition and inspiration; to be in a state of
confusion, not because it makes no sense to you, but because you gave
it sense and you still don't understand what your creation is up to;
to have a breakthrough idea; to be frustrated as an artist; to be awed
and overwhelmed by an almost painful beauty; to be alive, damn it." --
Paul Lockhart from "A Mathematician's Lament"

Summary of my suggestion: don't get a graphing calculator until you are
told that it is absolutely necessary.  Instead, get a cheap scientific
calculator (example: a TI-30X IIS) which should be less than $15.
  Calculators in general: Use it only when you absolutely have to.  For
logarithms, you should try to see if you can proceed without a calculator
for as long as possible, plugging in only in the last step to get a
numerical answer.  In trig you actually should commit some special trig
values to memory (two triangles worth should do it).  Other than some
special values, other trig and log functions generally require a
calculator.  Basic arithmetic will often benefit from using a calculator
(though, do make sure that you remember how to do the basic arithmetic
just in case you run across a real hard ass...)
  On graphing calculators: If you're going to get one, get a TI.  I've
never used a TI, so any further model suggestions are based on their
webpage.  For up to Calculus, TI says that you should get either one of
the TI-Nspire or TI-89 lines.  The TI-Nspire CAS and the TI-89 Ti have a
computer algebra system built in, which (once you figure out how to use
it) might be useful from time to time, but which it is likely that you
will never actually need.
  My general feeling toward graphing calculators is that they are
tremendous crutches, and that it is easy to fall into the trap of getting
used to using them.  Yes, seeing the graph of the function can aid in
understanding what is going on, and so seeing a graph a few times can gel
some ideas.  You should not get in the habit of seeing a graph prior to
solving a problem, because that isn't what you're being taught to do;
you're supposed to be able to solve the problem through algebraic
manipulation alone, and that's what you should aspire to.
  Similarly, a computer algebra system is spectacular at times, but you're
 trying to figure out how to consistently do those operations yourself,
not how to get your calculator to do them for you.
  The general message is this: you are trying to learn math, not trying to
 learn how to coax your calculator to do math.