The importance of educating students to think critically and creatively was recognized over 2,000 years ago by Socrates, reworked in the 1950s by Benjamin Bloom, and reinforced by many modern-day educators. With changes in lifestyle brought on by innovations in digital technology, teachers, administrators, and parents alike are questioning the effect that these habits could be having on a student's ability to focus. Teachers, especially, are faced with challenges and unknowns in working with students who have grown up in a digital environment that some researchers warn could be disabling important systems of brain development that relate to lack of exposure with traditional reading. Faced with balancing use of traditional texts and an increase in technological resources, teachers are questioning whether today's students have the innate capability of negotiating higher-order thinking and generating creative ideas, as the nature of study habits undergoes transformation. This article explores how ability to use creative and higher-order thinking processes relates to exposure to modern technology.