The objective of the article was to diagnose the reality of Latin America in the educational technological context, from the perspectives of different international organizations. It is a documentary and interpretative study that uses discursive hermeneutics to detect the coincidences and differences found in the statements issued by these important organizations, on the use and appropriation of pedagogical solutions based on digital technologies that are essential in the countries of this region to ensure a comprehensive education in line with these globalized and post-pandemic times. The international organizations selected for the analysis, which served as a reference sample for this diagnosis, were: the World Bank (WB); the Economic Commission for Latin America and the Caribbean (ECLAC); the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the Organization for Economic Cooperation and Development (OECD). The diagnosis was oriented towards the perception that these organizations have of the current reality and the solutions offered to solve the obstacles to these realities. The results show discursive disparities regarding the existing technological-educational situation, as well as coincidences in relation to the aspects proposed to remedy these obstacles. It is concluded that the support received by these organizations for technology-based education in Latin American countries should not be biased by the interests of the global economy that limits the autonomy of these peoples.