The interactive, constructive, active, and passive technology scale (ICAP-TS) is a recently developed measure of qualitatively different modes of educational use of technology. Therefore, this study had a two-fold purpose. On the one hand, it aimed to examine the construct validity of the ICAP-TS in the Serbian school context. Additionally, we used multilevel modeling to analyze to what extent the two characteristics of school context, namely principal support and innovative school climate, could predict how teachers use technology measured by the ICAP-TS. The participants were 364 primary and secondary school teachers in Serbia. Confirmatory factor analysis demonstrated that the 12-item ICAP-TS has an expected internal structure in a sample of Serbian teachers. Furthermore, the results revealed positive within-school effects of the innovative school climate on all four types of educational use of technology. Contrary to our expectations, the principal support was not related to the integration of educational technology at the individual or school level. Implications for future research and educational practice were discussed.