This project examines the differences in student's Critical Thinking ability by comparing student's Pretest and Posttest through the Watson-Glaser Online Assessment. The targeted courses are the developmental mathematics courses at an open admission institution in the Midwest of United States. The methodology is to apply technology such as learning software and platforms in these courses. Data is collected and analyzed under both traditional condition without technology and experimental condition with technology. Results showed that students from classes with technology had a higher increase in the ability of Critical Thinking and mathematics knowledge. The model of integrating technology in teaching developmental mathematics courses should be adapted.