This paper is determining the role of the information and communication technology in the process of lifelong learning among teachers of elementary and secondary education. New technologies are continuosly entering into the world and every day technologies are changing rapidly. As much technology is necessary for higher quality of life, education is also necessary for higher quality of life. Thats why teachers have significant role in the world and we can say that on them lies the development of next generations. In order to help their students to grow in future and to develop study skills, teachers need to acquire new knowledge of fast changing world. Since teacher has so significant role its important that their lack of ICT skills doesnt influence on teaching in classroom and that they can be on track with fast changing ICT. [3] 

The purpose of this research was to examine and assess the role of the information and communication technology among Croatian teachers of primary education and among Croatian teachers of secondary education. Therefore, two independent samples of respodents were used to identify similarities and differences between them in the field of information and communication technologies. The result of study conducted on a sample of 110 teachers, (50 from primary education and 60 from secondary education) shows that the majority of respodents find it that content of ICT workshops was too easy and should be a little more demanding or that content was consistent with their abilities (64%). 36% thinks that it was hard to catch some demanding content of ICT worshop. If we are looking by experience of teachers the 90% with less than 10 years experience answer on question if they are comfortable to use technology for purpose of preparation material for classrom with agree and strongly agree and only 45% of teachers with more than 10 years experience answered with agree and strongly agree. By earlier researches not only technology is changing but also teachers are changing. According to Russell, Bebell, O‘Dwyer and O‘Connor (2003) new American teachers, with less than 5 years of teaching experience, were more comfortable with the technology itself and used it for preparation, than their more experienced colleagues.