The formation of teachers in Educational Technology: how realities generate myths

In this paper we firstly explain our positioning regarding Educational Technology ( ET) as a field of study and application, from a notion that can help us both understand the difficulty of introducing substantive changes in education, and place the origin of some myths about teachers' professional development and technology. We then explain our views on the meaning of teacher training. Secondly, we locate the objectives of the paper and the methodology used for its development based on evidence gathered in research and in our processes of analysis, reflection and teaching practice. Thirdly, we make an approach to the initial professional development of nursery, primary, secondary and university teachers centred on the notion of the Educational Technology they receive. Finally, we argue that in the initial teacher training programmes there is widespread overlapping between the concept of ET and the Information and Communication Technology that does not offer a comprehensive and integrated vision of the educational action as a whole, just as it offers a glimpse of the evolution of some myths about teacher training and technology.