For long time Slovenia has been keeping up with the most developed countries when it comes to equipping schools with ICT and its use, because since 1994 the Ministry of Education and Sport is systematically helping schools with equipping them with ICT. Čampelj believes that the goal of introducing ICT is not otherwise technology, internet, training, e-materials itselves, but all of these are just means that help us to get to the real goal. The real goal is in the efficiency of learning and teaching and in providing lifelong learning. ICT can help us to achieve this in different ways: by encouraging every pupil to be active and have a more deepened approach in learning, by encouraging to choose and adapt in new learning ways, by opening new horizons about learning opportunities and consequently interest, with which a pupil gains habits for a lifelong learning (Rutar Ilc, 2008).

     In the teaching process teacher can use the computer and other ICT instruments in different parts of the lesson. He can use it as an instrument for introducing new contents or for consolidating what is already known. According to research Status and trends of ICT use in Slovene primary and secondary schools, primary school teachers feel that ICT use has the most positive effect on consolidation and repetition (79%) and the use of the learned (60%) (Gerlič, 2005, taken from Brečko, Vehovar, 2008). In any case the use of ICT requires thoughtful planning, appropriate selection of ICT tools and developing new teaching strategies from the teacher. According to Wardle, “appropriate use of technology in teaching extends, enriches, conducts, individualises, differs and broadens the entire curriculum.” (Wardle, 2002, taken from Phalen, 2004). The Development Strategy for the Information Society – si2010 that was adopted by the government of the Republic of Slovenia in 2007, also points out an important field, it is e-education which is defined as “learning and teaching with the use of modern information and communication technology”. The key factor of a success of this kind of education is the teacher who has to assume the modern ICT. Here it is not about changing or abolishing of the classic teaching but it is about opening new possibilities in the teaching process that make it more effective and interesting (Brečko, Vehovar, 2008, p. 18).

     The purpose of our research was limited to determining the use of ICT in lessons in the first triennium of primary school, specifically in environmental studies subject lesson (ES). We wanted to know:

 1. How often do teachers use the computer?

2. In which subjects do teachers use the computer most frequently?

3. What hinders the teachers in more frequent inclusion of the computer into the learning process? 

4. Did the teachers use ICT instruments during the observed lessons?

5. Which ICT instruments did the teachers use in the observed ES lessons?  

6. Which interactive learning material did the teachers use in the observed ES lessons?

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