This paper provides a conceptual frame for ways in which the fields of educational technology and teaching can and do interrelate with each other. Three types of relationships are described. They call for educational technology to (1) assume a more open and attentive posture toward teachers, teaching, and classroom communication processes in order to stimulate ecologically valid research efforts in educational technology; (2) continue to seek ways to play a directive, or instructional role in teacher education, especially in advancing systems approaches to instructional problem solving; and (3) engage in collaborative ventures in inquiry and development with teachers, teacher trainers, and researchers. It is argued that all three of these relationships are predicated upon the need for a more cooperative paradigm between the two fields, which seem to exhibit more competition and condescension than cooperation and collaboration. Ideological and praxeological differences between educational technology and teaching are examined, as well as the disparities in the ways the two fields perceive each other. Seventy references are listed. (Author/LLS)