ABSTRACT: The use of computer technology and digitalization in the classroom has grown in importance, leading to research into how these tools affect students' ability to learn. Technical and vocational education and training (TVET) is central to Nigeria’s strategies for workforce development, technological innovation and poverty reduction. Globally, digital technologies and learner-centered electrical/electronic pedagogies have transformed how technical competencies are taught. However, information and communication technology (ICT) integration in electrical/electronic technology (EET) education is still at nascent stage throughout Nigeria, particularly in the government technical institutions of Ekiti State. This study therefore evaluates the pace of integrating information and communication technology-driven pedagogies in Ekiti state government technical colleges in Nigeria. Quantitative survey methodology of the descriptive type was employed. The study targeted all students enrolled in electrical and electronic technology programs at the government technical colleges in Ekiti State, and a stratified random sample technique was engaged to select 323 students. Descriptive statistics were used to answer the four research questions raised with the use of a validated questionnaire (r=0.91). The results show that ICT tools, are effectively absent from the instructional repertoire in these technical colleges; institutional integration of ICT in these technical colleges is profoundly deficient; ICT tools not only absence but also potential misalignment between tool availability and pedagogical implementation; with systemic obstacles to ICT-driven pedagogical innovation in these technical colleges. Implications of these to the government policy on ICT-driven pedagogy was discussed and swift stakeholders’ interventions was recommended among others.