Educational affordances that support the development of innovative thinking skills in large classes were examined. Focus groups with students found that providing access to lecture materials before class, using technology to demonstrate problems step-by-step, and enabling collaboration and feedback helped develop skills like knowledge acquisition, critical thinking, and entrepreneurialism. However, students felt some instructors underutilized technology affordances and suggested minimum technology standards. Developing innovative thinking requires balancing instructor support, learning tasks, effective technology use, and learner autonomy.