As more and more classroom and digital technologies are developed, the author has had to wrestle with how, and if, certain technologies should be employed in teaching a quantitative reasoning course for university students. Ten self-reflection questions capture the author's key decision-making factors in adjusting to a collaboration classroom environment from a traditional classroom. These self-reflection questions, organized by the Areas of Activity from the UK Professional Standards Framework for teaching in higher education, represent important decisions and potential adjustments that all teachers may want to consider as they reflect on their own teaching practice in the digital age. This article is based on a presentation given at the 26th annual conference of Adults Learning Mathematics held in Lund, Sweden in 2019.