The traditional delivery of technology lessons still relies heavily on teacher-led demonstration, and that format often leaves student activity and practical task completion uneven. To test a more structured alternative, a quasiexperimental pretest-posttest control group study was carried out with 60 students, split evenly into an experimental group of 30 and a control group of 30. The purpose was to determine whether electronic didactic tools and information technologies could improve achievement, motivation, and lesson engagement in grades 7–8. Data were collected through a pedagogical experiment, observation, questionnaire, achievement test, and an independent-samples t-test. Test reliability met the Cronbach’s α ≥ 0.70 criterion. The pretest mean was 44.87±2.21 with a range of 41–49, whereas the posttest mean rose to 79.87±2.21 with a range of 76–84. The experimental group gained 18.6 points on average, compared with 7.4 points in the control group, producing a between-group difference of 11.2 points. Engagement data showed 38 active students, 17 moderate participants, and 5 passive participants; achievement levels reached 22 high, 28 medium, and 10 low. The intervention effect was strong, with p<0.001 and Cohen d=1.25, while motivation reached 76.4±8.1 and the teacher activity index was 4.1±0.4. These results support a three-stage pedagogical experiment model and define a concrete methodological contribution for technology education.