Begun in the mid-90s, computers have long been a staple in teaching mathematics to engineering students. In recent years, with the effects of the COVID-19 pandemic and the arrival of Generation Z in tertiary education, the role of blended learning has increased. This paper highlights some of the greater challenges and successes of the transition from traditional teaching techniques to the creation of blended learning environments through three case studies. First, the translation of pen-and-paper education to a computerised form in everyday online and face-to-face practice classes. Second, the reimagination of correspondence courses as blended learning courses. Finally, setting the final exams in a computerised environment: what types of questions are appropriate to measure students' effective understanding of engineering mathematics.