The obligation to promote and highlight effective technology use is a pervasive narrative across teacher education. It is driven by considerations including claims for greater efficiency, obligations to modernise, and perceptions that teacher education should match that of schools where significant investment in technology has occured. These are ostensibly cogent arguments propelling many teacher educators to adopt and develop their use of technology in the image of the schools they work alongside. But these arguments are driven chiefly by forces external to the academe taking limited account of underlying philosophies and traditions which underpin teacher education including criticality and challenging established norms. The author argues for a reconsideration of this dominant narrative where teacher education apes the trends show-cased in schools (e.g. the example of interactive whiteboards in the UK) and policy initiatives determined and funded through central initiatives. He advocates a proactive commitment from teacher educators to articulate and promote the rationale for the effective adoption of technology which is sustainable and pedagogically grounded in evidence-informed research and practice. The presentation sets out the parameters for a fundamental reassessment and debate about where teacher education is heading in respect to technology and the wider issues around technology and society.