The recently released Teacher Educator Technology Competencies (TETCs) were created to help all teacher educators support teacher candidates as they prepare to become technology-using teachers. The TETCs largely focus on teaching with technology. However, one of the 12 competencies, TETC #9, offers an opportunity to focus on teaching about technology which might allow for the foregrounding technoethical issues in everyday classroom uses of technologies. In an effort to ensure the field avoids past failures of hope, hype, and disappointment, we offer theoretical critique of epistemological, ontological, and historical commitments that are implicitly or explicitly communicated in TETC #9, but also more broadly in the field, profession, and society. Specifically, we draw attention to commitments to behaviorist learning theories, accountability reform measures, thin visions of democracy, and absence to racial diversity or equity in methods and findings. We conclude by offering suggestions for how teacher educators might inquire into technoethical conundrums through ethical, democratic, legal, economic, technological, and pedagogical explorations of technologies.