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Although it is apparently a hegemonic phenomenon restricted to technological artifacts, conceptualizing technology and understanding its implications in the educational field is a historical, complex, and contradictory process. For this discussion, the following guiding questions were defined: what are the conceptions of technology from a critical-dialectical perspective? What are the impacts of digital technologies on teaching work from a historical-dialectical perspective? What are the similarities and contradictions between these conceptions? The objective is to problematize the different conceptions of technology, beyond technocentrism, which gives centrality to technology, as well as the impacts of technology on teaching work. The epistemological deepening was carried out with authors who offer a critical-dialectical analysis, considering the relationships between technology, society, and education in their historical, cultural, and social contexts. The methodology consists of a theoretical-conceptual and bibliographical study, using a literature review for data collection. The systematization of key concepts was carried out, theoretically supported by Historical-Dialectical Materialism. The results indicate that the conceptions of technology are strongly linked to the fetishization of technology by society, especially in the educational field. The ideological function of capitalism is realized in the scenario of celebratory movements around technology, resulting in processes of precariousness of teaching work and the commodification of education. It is also noted that the conception of technology is a social and historical construction deeply related to power structures and processes of domination, especially in teaching work.