There is no doubt that a teacher was and remains an indispensable and professionally the most responsible factor of qualitative organization and realization of all interconnected and conditioned phases of the complex teaching cycle. Considering the concept and essence of teaching as a bipolar and manageable process in which the activities of teaching and learning are simultaneously carried out, our analysis, as well as many others that precede it, explicitly confirms that its effectiveness largely depends on the professional, didactical, methodological, educational and technological competences of teachers. Today, the organization of creative, developmental and anticipatory teaching is based on cognitive and constructivist paradigm which cannot be imagined without adequate participation of modern and educational technology. Essentially, that phrase does not imply only the appropriate use of digital and other educational media, but also the acceptable programs, approaches and strategies of teaching and learning, which are of primary importance for the creation of optimal physical, cognitive, emotional, social and other educational environments. Therefore, it is imperative in modern teaching to provide each student with the most favorable conditions for obtaining the necessary functional knowledge and skills, with maximum mobility of all cognitive senses, along with an effective encouragement of the development of individual psychophysical and other resources. It is indisputable that from a widely understood pedagogical, didactical and also interdisciplinary-based concept, the pedagogical function and essence of educational technology, result in the necessary and consequently extremely complex requirements which objectively determine the general and special educational and technological competences of the modern-type teacher. Whether the applied educational technology in teaching practice will result in the expected educational goals and outcomes depends primarily on these competences.