CABERO (1999) points out that Educational Technology is an integrating term (insofar as it has integrated various sciences, technologies and techniques: physics, engineering, pedagogy, psychology ...), alive (due to all the transformations it has undergone caused by both changes in the educational context as well as those of the basic sciences that support it), polysemic (throughout its history it has been accepting different meanings) and also contradictory (it provokes both radical defenses and frontal oppositions).