The emergence of Generative Artificial Intelligence (genAI) necessitates a rapid evolution in university programs in educational technologies. This paper introduces a sociocritical analysis of the AI acculturation activities developed within the MSc Smart EdTech master. This program supports edTech professionals, from instructional designers to educators and entrepreneurs in edTech, to develop a critical understanding of AI and creative uses of these technologies among master students. This paper adopts a dual perspective. Firstly, it acknowledges the dichotomy within educational technology, catering to diverse user needs encompassing both learners and educators. Secondly, it delves into the inherent prioritization of learner agency in technology design, potentially constraining teacher influence.