Since the inception of Technology Education, the learning area and its advocates have struggled for legitimacy. Part of this challenge stems from difficulties in articulating the nature of technology (NoT) and its unique contribution to education. This article presents a systematic review of NoT in educational research, analysing empirical studies that investigate teachers' conceptions of NoT. An analysis of the 22 included studies showed significant differences in the ways that NoT is theorised in educational research. In highlighting both the complexity of NoT and Technology Education as a learning area, 11 distinct aspects of NoT were identified in this study. This analysis also revealed tensions between a focus on specific "technology/ies" and "Technology-as-phenomenon," suggesting the need for conceptual coherence in future research. Implications are drawn for understanding NoT, Technology Education, and the position of Technology Education in broader education narratives.