This paper discusses the role of Educational Technology (EdTech) integration in polytechnics in Nigeria and how it influences the acquisition of technical knowledge by means of digital mediation of tacit knowledge obtained by traditional means-hands-on training. The study was based on phenomenological and pragmatic models, whereby a descriptive correlational design was applied on 450 final-year students across three polytechnics in Osun State. The EdTech Experience and Integration Questionnaire (EEIQ) was used to collect data, and the Pearson correlation and multiple regression were used to analyze the data. Findings indicate that the lived experiences of EdTech and technical knowledge acquisition among students are strongly positively correlated (r =.63, p <.05). Technical competency was also explained by EdTech experience and institutional integration (R2 =.53, p <.05). The research concludes by finding that tacit knowledge can be successfully digitalized provided that the emphasis is put on the experiential aspects. Some of the recommendations that have been made are investment in discipline-specific EdTech tools, unremitting lecturer professional development, and integrating EdTech standards into accreditation requirements.