[en] In the context of imposing the incorporation of digital technologies in schools, the pedagogical thinking of teachers still has disassociated from the application of educational technology. The purpose of this work is to analyze and understand how an apparently beneficial proposal, such as the use of educational technology in schools, has such a negative predicament among so many teachers. This is particularly evident in initial teacher training. From a narrative approach to the student experience, it is about identifying the kind of story that has been accompanied and popularly assigned to technology in schools, which prevents the implementation of an alternative narrative of the possibilities of a school with technology. The qualitative narrative research is launched by applying the focus group technique to educational activity, with groups of future education professionals, future teachers, and future educational technologists. Their imaginary of technology is recovered in the type of commercial film that makes them evoke the concept. Three techniques of this nature were performed in as many class groups during courses 18-19 and 19-20, with 73 students, both genres, from a Spanish university. In the analysis, four popular stories about educational technology are collected: humanist, machinist, scientist, and futurist. In the light of these stories that are embodied in various school imaginary, based on the tradition of the school itself and the university, a new humanist narrative that combines scientific and futuristic aspects is revealed, which could help rethink the possibilities of technologies within alternative education.

[es] En un contexto de imposici?n de la incorporaci?n de tecnolog?as digitales en los centros educativos, el pensamiento pedag?gico de los maestros todav?a se presenta disociado de la aplicaci?n de las tecnolog?as educativas. Este trabajo tiene el prop?sito de analizar y comprender c?mo una propuesta aparentemente ben?fica, como la de la utilizaci?n de la tecnolog?a educativa en las escuelas, tiene un predicamento marcadamente negativo entre muchos docentes. Esto se pone de manifiesto particularmente en la formaci?n inicial de los maestros. A partir de un enfoque narrativo de la experiencia de los estudiantes de la educaci?n, se trata de identificar el tipo de relato con el que se ha acompa?ado y que se le ha asignado popularmente a la tecnolog?a en las escuelas, que impide la puesta en marcha de una narraci?n alternativa de las posibilidades de una escuela con tecnolog?a. Una investigaci?n narrativa de car?cter cualitativo se pone en marcha aplicando la t?cnica de grupo focal a una acci?n educativa donde, junto a grupos de futuros profesionales de la educaci?n, futuros maestros y tecn?logos educativos, se recuperan sus imaginarios de la tecnolog?a en el tipo de pel?cula comercial que les hace evocar el concepto. Se realizaron tres t?cnicas de esta naturaleza en otros tantos grupos de clase durante los cursos 18-19 y 19-20 con un total de 73 estudiantes de ambos sexos de una universidad espa?ola. Mediante su an?lisis, se recogen cuatro relatos populares sobre la tecnolog?a educativa: humanista, maquinista, cientifista y futurista. A la luz de estos relatos que se encarnan en diversos imaginarios escolares, basados en la tradici?n de la propia escuela y la universidad, se pone de manifiesto una nueva narrativa humanista que combina aspectos cientifistas y futuristas, que podr?a ayudar a repensar las posibilidades de las tecnolog?as dentro de una educaci?n alternativa