The rise of the digital age ushered with it countless and pivotal benefits that have made modern life easier and convenient. This is seen through the rapid development of communication and the efficient accessibility of knowledge and information. It is now possible to connect with anyone across the globe, access bank accounts and manage finances at any given time, discover and learn just about anything through online learning and e-training platforms- the possibilities of technological advancement seems boundless, ergo, is it reasonable to infer that modern technology has the capacity to bolster higher-order cognitive processes such as critical thinking? According to Sternberg (1986), cognitive thinking constitutes mental operations and procedures that facilitate learning and cognition, decision-making and problem-solving strategies which raise the likelihood for an expedient outcome (Halpern, 1998). Technological proficiency and critical thinking are valuable assets not only for students in education but in the working environment (Swart, 2017) and in everyday life. Technology has made information readily accessible and it is imperative for educational establishments to prime students to become discerning professionals who will utilise first-rate information to deliver quality solutions and results (Swart, 2017). One of the ways critical thinking can be honed by technology is through the familiarisation of students with practical applications. The technology used must be feasible and the consolidation of material purposeful in order to achieve the required results (Swart, 2017). Software such as Top Hat use polling methods called the classroom response system which is employed to collect student feedback and enables instructors to scope student engagement and comprehension of the course material (Deal, 2007., DeBourgh, 2008., Fies & Marshall, 2006., Lander & Stoekel, 2012., as cited by Swart, 2017). According to Brady, Seli, & Rosenthal (2013) ,DeBourgh (2008), Mollborn & Hoekstra (2010), Siau, Sheng & Nah (2006), Trees & Jackson (2007), as cited by Swart (2017), the classroom response system not only reinforce interactivity and participation but also encourage and vitalise critical thinking. As per Anthis (2011), as cited by Swart (2017, Improving student awareness of self-monitoring ability to comprehend the material being taught, as is accomplished through the classroom response system, can promote met cognitive ability, which can be beneficial to student learning and critical thinking. Another way is through incorporating online discussion forums (Swart, 2017) where students can reflect on tasks, answer questions and interact with their peers stimulating both low-level and higher-level critical thinking skills (Mansbach, 2015). Tied to this are peer review activities which improve communication and writing skills and allow students to practice the art of discernment- to question what it is they are reading and to introduce and compare alternative outlook and solutions (Mansbach, 2015). UoEOs student forum and collaborative learning question activity benefits from both these functions. However, despite the tried and tested benefits technology plays in cultivating critical thinking, it is not without its limitations. Research conducted by Patricia Greenfield in UCLA suggests that critical thinking and analytical skills have declined with the progression of technology (UoC, 2009). Upon her evaluation of 50 studies on learning and technology, Greenfield discovered that students have more visual literacy and less print literacy which creates a barrier as reading develops crucial cognitive skills including higher-level critical thinking. Greenfield asserts that there should be a balance in the utilisation of educational mediums (UoC, 2009). How else might future research overcome technological limitations to bolster critical thinking and avoid its decline?