Technology without Pedagogy is not Transformation: Critical Reflection on the Implementation of Interactive Digital Screens in Technical Education.

Abstract

The incorporation of digital technology in the classroom is, today, an unavoidable trend in technical and higher education institutions. However, its effective implementation requires more than the acquisition of devices; it demands a structural change in pedagogical culture, teacher training and institutional evaluation processes. This article critically reflects on the project "Implementation of Interactive Digital Screens in Classrooms", executed by the Higher Technological Institute of Administrative and Commercial Vocational Training in Guayaquil (Ecuador). Although successful in its operational goals, the project shows a profound disconnect between technological innovation and pedagogical transformation. The gaps in academic systematization, the lack of teacher training, the critical appropriation of technology and the challenges to achieve effective educational inclusion are analyzed. Finally, strategies are proposed for a reflective, sustainable and pedagogically meaningful integration of digital technologies in technical educational contexts.