tl;dr: It's probably fine. :)
There's no one best way to parent.
If you're doing your best to support your toddler's learning and engage with her/him, chances are you're doing great.
Opportunity cost in toddlers' activities
One thing that's easy to lose track of is that when your toddler is doing a given activity, it means s/he isn't doing something else. Whether or not adding "educational activities" to your toddler's day is a good idea depends in part on what they'll replace. If you replace time s/he would usually be watching something on TV with an "educational" game, that's probably improving the learning opportunities. But it's more likely that you're thinking of replacing other kinds of play with "educational" play, which is less clear cut.
Just by toddling around, toddlers are learning a ton about their own bodies and the world (how to walk, run, jump, balance, what they can lift and what they can't, what's good to eat and what isn't, etc.). By watching and interacting with the people around them, they're learning the ins and outs of their culture, how to express their needs, how to be a friend, etc. Replacing everyday toddler stuff with structured educational activities can have a cost in terms of what they're not doing. It's easy to forget how valuable it is for a toddler to spend time learning how to jump in a puddle, putting on pants, practicing taking turns with a sibling, or just noticing the world.
If you keep in mind that regular old play is a great way for toddlers to learn, that will help you put the decision to plan adult-directed educational activities in context. It's fine to decide to do that, but it's good to think about what that activity is replacing.
Tradeoff between learning from others and learning through exploration, a.k.a. "the double-edged sword of pedagogy"
Another issue is that the learning that happens during adult-directed activities is different from the learning that children do independently.
Humans in general and kids in particular are excellent at both learning from exploration and learning from other people. Even very young babies show a propensity to imitate (lots of research on this, here's an overview), which is the quickest way to learn behavior from the people around you --- when in doubt, just do what everyone else is doing!
In general, being good at learning from other people is great. But there can be a downside: Children may stop exploring things for themselves if they're being "taught" about it.
In a study on this topic, researchers invented a complex, weird toy that had lots of interesting features and did a bunch of things. They wanted to see whether the way adults introduced the toy to preschoolers changed how the kids would play with it. Kids were randomly assigned to either a pedagogical (adult-directed) condition or a non pedagogical condition. In the adult-directed condition, the experimenter would say:
In the Pedagogical condition,
the experimenter said, ‘‘Look at my toy! This is my
toy. I’m going to show you how my toy works. Watch
this!’’ The experimenter then pulled the yellow tube out
from the purple tube to produce the squeak sound. She
said, ‘‘Wow, see that? This is how my toy works!’’ and
demonstrated the same action again.
In the other condition, the kids got to see the same action, but the experimenter acted like it was a surprise instead of "showing" the child how the toy worked:
In the Naïve condition,
the experimenter said, ‘‘I just found this toy! See this
toy?’’ As she brought out the toy from underneath the table,
she pulled the yellow tube out from the purple tube
as if she did so by accident. Then she said as if surprised,
‘‘Huh! Did you see that? Let me try to do that!’’ and performed
the same action to produce the squeak sound.
Then kids were allowed to play with the toy on their own without any further direction. They got to play with it as long as they liked, and could just let the experimenter know when they were done. What the researchers discovered was very interesting: Kids who got the pedagogical (adult-directed) explanation of the toy spent less time playing with it, and tried fewer actions on the toy; they were less likely to explore the rest of the toy's functions, and instead just do the action they were shown over and over. As the researchers note:
These results suggest that teaching constrains children's exploration and discovery.
This study has been featured in news articles (like this one) if you want to learn more.
So deciding to actively teach your toddler can have benefits in that you have a lot to teach them (of course!), and you can draw their attention to all kinds of interesting things and patterns. But be aware that showing your child how things work may cut down on their own instinct to explore things for themselves.
What's a good learning opportunity?
So adult-directed teaching for toddlers is maybe valuable, but not without costs. Let's step back for a moment and answer the idea behind the question rather than the details of the question itself: How can you maximize learning opportunities for your toddler?
Babies and toddlers watch and listen to everything around them, and are learning more or less constantly (even when they're sleeping).
Expectations for the "right" or "best" way to interact with babies and toddlers varies a tremendous amount across different cultures.
While Western parenting tends to emphasize adults' active participation in children's learning, that sort of engagement is by no means necessary for children to learn effectively (see this article, Teaching: Natural or Cultural?, for more discussion, and this recent article for an example of a culture with very limited conscious involvement from adults in toddlers' learning).
That said, caregivers have a lot of control over what kinds of experiences their children have, and therefore what's available for them to learn from.
Research on child development in Western cultures suggests that finding ways to introduce variety in your language, such as by reading to your baby, is associated with faster language learning (here's a study about variety in language in picture books compared to regular caregiver speech, and see citations within it for research connecting exposure to variety and learning outcomes).
There's also research showing that responsive parenting facilitates toddlers' learning. Here's a nice description and summary of some of that research. Responsive parenting is characterized by noticing where the child's attention is and following through with them on that. For example, an example of responsive parenting would be if you notice your toddler looking at a tree, you could say something like "Do you see that tree there? Look at that nice, rough bark. Wanna touch the bark?"
Actual interactions between caregivers and children are generally a mix of adult directed, responsive, and child-directed moments. When OP gives examples of "adult directed" learning activities, some of them could still be responsive (e.g. if you're focusing on practicing counting, you could follow in on your child's attention and count whatever they're paying attention to).
Some additional research suggests that, for babies and toddlers, presentation via screens isn't particularly good for learning. While older children do appear to learn from educational video material, babies and toddlers generally don't, except with lots of caregiver social interaction along with the video (in which case you might as well just be interacting with the baby without the video playing). So it's probably a safe bet to skip the "educational" videos for children under 2 (e.g. here's the Mayo Clinic's statement on the "baby einstein" videos, and here's a great article on the topic more broadly).
Another activity that is less effective than parents might hope is practicing the alphabet. Although learning about letters can be a fun way to get children to start engaging with the printed word, memorizing the alphabet itself isn't necessarily the best way to support later reading and writing ability. Instead, focusing on "phonemic awareness" --- the idea that words are made up of smaller speech sounds (like the "s" noise that starts both "sand" and "citation") --- is much more likely to support later reading and writing development. See more on this topic under this PSE question: How to further an aptitude toward early literacy.