Technology has become an important component of contemporary higher education, and its role in mathematics education extends beyond faster calculation. This conceptual and literature-based paper examines how digital technologies can support conceptual understanding in undergraduate mathematics through visualisation, multiple representations, interaction, experimentation, feedback and opportunities for independent learning. The discussion covers dynamic mathematics software, graphing applications, computer algebra systems (CAS), statistical software, online learning environments, interactive presentations and artificial intelligence (AI)-based educational tools. The literature indicates that technology can help students connect symbolic, graphical, numerical and verbal representations; explore mathematical relationships; test conjectures; interpret data; and engage more actively with mathematical problems. Recent systematic reviews and a meta-analysis also point to the importance of representation, instructional design and appropriate implementation rather than technology alone. At the same time, the paper identifies important risks, including excessive dependence on software, inadequate digital skills, infrastructure limitations, inaccurate digital or AI-generated answers, and reduced emphasis on mathematical reasoning. The paper proposes a seven-step framework—identify, select, explore, discuss, explain, verify and apply—for integrating technology without displacing mathematical thinking or teacher guidance. The study concludes that the most productive approach is a balanced one in which technology is used primarily to explore, visualise, test and communicate ideas, while proof, reasoning, calculation, discussion and independent problem solving remain central.