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Abstract: In the article, from the standpoint of the features of the global information and communication educational paradigm, a review of the research of native teachers devoted to one of the examples of modern information and communication technologies — mobile learning technologies is presented. As a subject of review and analysis, the characteristics of the «modernity» of educational technologies are chosen and described, which, from the point of view of the author, are connected, first of all, with the concretization and establishment of the conformity of the activity aspect of educational technology with the ideology of normative documents. Attention is drawn to the way teachers substantiate the results of highlighting the advantages of the technology in question, which, in general, is characterized from a technological point of view. It is shown that this way is one-way, since it does not take into account the entire scope of the interrelationships of all components of educational technology, as well as the possibility of implementing joint activities of all participants in the educational process. From the point of view of the Federal State Educational Standard of Higher Education and the Professional Standard of a Teacher within the competence approach, we propose a different idea of substantiating the possibilities of implementing the principles of the use of information and communication technologies and, in particular, the technology of mobile learning: the movement from the goal, the didactic task of teaching to the specification and characterization of the components of the individual and joint activities of the teacher and students, analysis of implementation opportunities and this activity with the help of mobile training and, as a consequence, the conclusion about the didactic possibilities of the technology in question. Within the framework of the proposed ideology, an analysis of the activity aspect of mobile learning technology was carried out, not only from the standpoint of improving the activity of the teacher, but also from the point of view of specifying individual student activities (indicating the possibilities for implementing other forms of joint activity). This analysis allowed us to formulate a conclusion about educational value, pedagogical expediency, didactic significance and methodological effectiveness of mobile learning technology.