Too much is being made of educational technology often valorizing it as a savior of pedagogical relations. The reasoning is: If educational technology 'is used' in teacher training, then teachers possessing such capacities and skills could just be the panacea education systems require to respond to the challenges of learning, teaching, and management in the modern era. We are less optimistic if educational technology is perceived as an instrumental impetus for change in educational contexts. Consequently, our understanding and situatedness within educational technology (means) -- as opposed to using or applying educational technology -- is aimed at cultivating practices (ends) that open up possibilities for new ways of democratic action that include, rhizomatic thinking, deliberation and disruptive risk taking.