This paper examines the evolution and characteristics of technological myths surrounding educational technologies (EdTech) in the Spanish media over the past decade, focusing on the case of MOOCs by analysing the representation of MOOCs in mainstream during the 2010s through qualitative discourse analysis of articles published in newspapers during the 2010s, five myths around MOOCs are detected: (1) its democratising role; (2) its direct association with educational progress; (3) its capacity to build virtual learning communities; (4) its advantages for student independence and autonomy in the teaching and learning processes; (5) and its value as an indicator of university reputation and competitiveness. These myths illustrate how Spanish media discourse perpetuates cyber-fetishist narratives through both discursive and counter-discursive strategies, shaped more by the ideology of modernisation than by the logic of capitalist commodification. Instead of dismissing myths as mere inaccuracies, this study treats them as powerful narratives that reflect societal expectations and cultural values related to EdTech. By drawing on perspectives from mythology, the research presents an alternative approach within decolonial EdTech studies, examining how digital structural coloniality can be seen through socio-cultural imaginaries.