Abstract: The study examined the influence of some social indices on Nigerian teacherοΏ½s understanding of educational technology. A randomly selected sample of 148 practising teachers in Nigeria responded to the Educational Technology Concept and Effect Questionnaire (ETCEQ) developed by the researcher to collect data for the study. Four hypotheses were tested and statistical analyses were done using mean scores, variance, t-test and one-way ANOVA. All the hypotheses were retained as the results showed that there were no significant differences in the understanding of educational technology between each of the variables considered, viz male and female teachers, N.C.E. holders and Degree holders, Science teachers and Social Science/Arts teachers and teachers having below 5, below 10 and above 10 years of experience. Based on these findings, some recommendations were made.