The pervasive integration of technology into education is often predicated on a model of technological determinism, positing that technological advancements inevitably lead to societal progress. This assumption, while seemingly intuitive, warrants critical scrutiny. Proponents of this deterministic view argue that digital tools enhance learning outcomes, foster critical thinking skills, and prepare students for the 21st-century workforce. However, such claims often fail to account for the complex interplay of socio-economic factors, pedagogical practices, and institutional contexts that mediate the impact of technology. If technology were inherently transformative, one would expect uniform improvements in educational outcomes across diverse populations. Yet, evidence suggests that disparities in access, digital literacy, and teacher training can exacerbate existing inequalities, creating a digital divide where the benefits of technology accrue disproportionately to privileged groups. Furthermore, the uncritical adoption of technological solutions can undermine established pedagogical methods that have proven effective. While innovative technologies hold significant potential, their transformative power is contingent upon careful planning, equitable resource allocation, and a nuanced understanding of the social and educational contexts in which they are deployed. The notion that technology is a panacea for educational challenges should be viewed with considerable skepticism. Indeed, without adequate safeguards, the much-touted benefits could be significantly curtailed, rendering the technological imperative a mere illusion of progress.