The educational technology field is at a critical juncture, facing the dual pressures of rapid technological advancement and a pressing need for research that genuinely addresses educational challenges. Despite increasing awareness of these issues, a significant amount of educational technology research remains entrenched in superficial or trend-driven inquiries, failing to tackle deeper, systemic issues. This paper critically examines the historical and institutional forces sustaining what we term "the research we don't need," and argues for a transformative shift toward "the research we need." Such research must prioritize depth, long-term impact, and relevance over mere novelty or ease of publication. We outline how entrenched practices, including academic publishing standards, tenure and promotion metrics, and funding structures, contribute to a cycle that rewards superficial research. To disrupt this cycle, we propose actionable strategies to foster a research ecosystem that values substantive contributions and advocates for systemic change. Ultimately, we urge scholars, institutions, and professional organizations to embrace a collective responsibility to redefine research priorities holistically. By doing so, we can foster a field that meaningfully impacts educators, learners, and society. This is not merely a call for incremental improvements; it is a challenge to realign the field's fundamental purpose toward more impactful, responsible, and enduring scholarship.