The article examines the structure of pedagogical technologies, their characteristics, sources and elements. The author argues that the very ideas of pedagogical technologies, as well as the development of their content and classification, were a response to the need of society for a clearly defined result of origin and the need for repeated repetition of the same actions, both by different teachers and with different students. Also, in the course of the study, the classification of pedagogical technologies was studied based on their instrumentally significant and essential properties.