his study examines the role of modern technology in education through Martin Heidegger’s philosophy of technology, with particular emphasis on the concept of Gestell. Drawing on a qualitative, analytical–inferential approach, the study challenges instrumental and neutral conceptions of educational technology and argues that technology functions as a mode of revealing that shapes human understanding, learning, and educational practices. From this perspective, uncritical adoption of technological rationality risks reducing education to efficiency, standardization, and consumption, thereby weakening reflective thinking and existential self-understanding. Methodologically, the study employs conceptual and hermeneutic analysis of Heidegger’s key philosophical texts on technology and integrates the Frankena inferential model to derive educational implications. This model enables a systematic transition from philosophical descriptions to normative educational principles. The analysis reveals that while technology may contribute to learning, its dominance can reframe learners as standing-reserve and marginalize dialogical, ethical, and reflective dimensions of education.The findings suggest that technology should not be rejected in educational contexts but critically reoriented. When embedded within curricula that prioritize human values, reflective thinking, and meaningful engagement, technology can serve as a cognitive companion rather than a controlling framework. Accordingly, the study articulates several educational principles, including the humanization of curricula, the promotion of critical reflection, and the redefinition of the teacher’s role as a designer of learning experiences. Ultimately, the study argues that the central challenge of educational technology lies in cultivating reflective and ethically grounded modes of engagement that preserve the human core of education in the technological age.