After almost 2 years of Covid-19 pandemic-imposed online teaching, educators might wonder whether technology in education is indeed the future. Before the pandemic struck the world, technology has been part of the teaching process for a while already, by means of online manuals, gadgets, use of the internet, etc. but never before has technology become such an integrated part to the teaching process as in this period, in which courses were taught almost exclusively online. The article offers arguments to support the need of adapting and adopting technology to the new classroom (online or on-site) and to the digital-native student; it also describes some examples of good practices proving the advantages of digital education while underlining the idea that the students need to be in the centre of educators’ preoccupations, who ought to permanently adjust to the novelty-imposed technological changes to teaching, in view of Industry 4.0 requirements. The present paper presents the way in which technology has interfered with education, in the case of an educational project that focuses upon designing digital tools to support innovation in the classroom. The practical part of the paper presents a model of implementing digital technology into the classroom in order to introduce technical content. The methodology of the research contains a questionnaire testing and analysing students’ attitudes with regard to this new teaching medium. © 2022, The Author(s), under exclusive license to Springer Nature Switzerland AG.
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