Our study explores how Ecuadorian governmental normative documents (for example, school curriculums) envision digital ability development within its Technical Vocational Education and Training (TVET) system. This system has not been exempted from the discursive rhetoric that maintains that for today’s society being able to engage with digital technologies is indispensable. Despite such an emphasized importance, exploring underlying assumptions of digital ability development within TVET has been scantly done. We add to the few studies that undertake such an exploration. Methodologically, three documents underwent a post-foundational synchronic discourse analysis. Ecuador was chosen because it can be thought as an opposite to thus far explored TVET systems. Therefore, such an exploration could be a starting point for the drafting of a map for understandings of practices that are argued to be indispensable. Findings point to two myths where digital abilities are only articulated in an instrumental fashion, primarily stressing their hardware and software facets.