This study investigates how technology-driven initiatives and reforms impact teacher productivity, workload, and well-being. Conclusions are drawn from qualitative primary and secondary data, leveraging an exploratory case study research design. Patterns of perspective emerging as findings of the study reveal a negative impact for reasons that vary among states in the Global South. In Malaysia, teachers and other stakeholders in the education industry hold positive perceptions of technology integration in educational practices despite the negative impacts, and, recently, the use of AI content-generating tools is gradually changing the narration for the better. Digital divide, low foundational skills, inadequate teacher training, and preparation associated with learning the use and application of new technology emerged as common factors explaining why the desired result for technology-driven reforms is not as expected. Teacher training for technology integration is not receiving the attention it deserves; the implications for this development in educational practices are huge, and achieving the aims of technology-driven reforms depends on their role competence. The study concludes that addressing teacher fatigue and stress associated with time management and difficulties in learning new technologies is key to technology-driven education reforms.