Remote teaching has been pointed out as an alternative to teachers education. However, we should be careful about it. New technologies provide, among other things, speed and agility in the exchange of information; in the access to novelties; in the contact with realities which otherwise would be unattainable. But the technology "magic" itself is not enough to democratize information, and education is not achieved through the efficient traffic of information. Regarding to remote teaching one should think, as it happens in the attendance teaching, about the epistemology that gives foundation to the pedagogical work. Even at distance, it still prevails the idea that the teaching will be accomplished within the comprehension limits of how knowledge takes place. The great illusion of conventional teaching lies in the belief that learning is achieved through the internalization of images. We propose a view where action gives significance to things. This way, teaching will make sense only when it is centered in learning. Therefore, one should not replace the pedagogical reflection by the technology enchantment. With the advances that the 20th Century has bequeathed us we one should think about taking advantage of the unlimited possibilities of the most advanced learning conceptions. Instead of remote teaching one should think about remote learning.
Learning; remote teaching; genetic epistemology