(2000-2005)

in the field have been deve loped since then and most of these were reviewed in a meta-analysis conducted by one of the authors that covered the period between 1985 and 2000. A great deal of work, nevertheless, still needs to be done, if we want educational technology in Portugal to flourish, becoming a recognised and established area of research. This has been the main goal of the project we present in this paper: 466 documents (papers and dissertations) published between 2000 and 2005 were analysed in order to identify the main areas of interest and research of educational technologists in Portugal. More than a simple portrait of what has been and ET in our country, we believe that the analysed data point out interesting cues that should inform governmental decisions and define priorities for research in this educational domain