Slovenia follows quick development in the field of introducing computers in primary schools; schools are well equiped and almost all have acces to internet. Use of ICT is part of the elementary and secondary school curriculum. Despite relatively early informatization of Slovenian schools, which begun in 1972, it can be observed that ICT is not used to the expected extent.Many teachers feel the pressure to 'do something with ICT', because in our current societies a common belief exists that students, wherever possible, need to be able to work in an environment where digital devices are a normal component of every situation in which one is learning and/or working. Statistics that were and are collected in (international) assessments regarding ICT in education have shown that although the use of ICT in education is increasing, for the majority of teachers this is still a tool that is used in the margins of the educational process.In the empirical study, conducted in Slovenia in spring 2006, with the representative sample of 1581 mathematic and science teachers in 8th grade of elementary school, we observe, that half of them do not use ICT for teaching pourposes.Therefore we pose several research questions.The basic question is: What are the pedagogical pratcites adopted in Slovenian schools and how is ICT used in them? What are the main obstacles for using ICT as a teaching tool? Which school factors are correlated with the use of ICT and which factors encourage the use of ICT? Which measures should be taken to encourage the use of ICT in teaching and learning process? In order to answer the research questions the national data from the international IEA SITES 2006 study will be used. SITES 2006 has been designed as a survey of schools and teachers to examine the kinds of pedagogical practices adopted in different countries and the use of ICT in them. Tha data was collected with three different instruments - questionaire for teachers, principals and techinical coordinators (person responsible for the ICT). As international database is not available for pubilication yet, the analyses will be done on two Slovenian datasets, with representative samples of 388 principals and 1581 teachers. For the analyses different statistical methods will be used, among others structural modelling will be used to explore different teaching methods where ICT is used. It is well acknowledged that the teacher characteristics are one of the most important sets of factors influencing pedagogical practice. Within the study we will identify the most influential personal factors and we will also identify the most important school factors which influence the use of ICT in the classroom. Within the study we will identify which are the factors which can be controlled and perhaps changed by the school policy. The strategies which will encourage the use of ICT will be developed. Blake, N., Standish, P. (2000). Enquiries at the interface: Philosophical problems of Online education. Blackwell Publishers. Benchmarking Access and Use of ICT in European Schools 2006. Final Report from Head Teacher and Classroom Teacher Surveys in 27 European Countries. Bre?ko, Barbara. N. (2003). National Policies and Practices On ICT in Education. In Cross-national information and Communication Technology Policy and Practices in Education. (Eds.) Plomp, T., Anderson, R.E., Law, N., Quale, A. Information Age Publishing Inc.. Japelj, B. ?u?ek, M. (2000). Druga mednarodna raziskava uporabe informacijskih in komunikacijskih thenologij v izobraževanju. Pedagoski institut. National journal with focus on education