This master thesis consists of a theoretical part and empirical research. In the theoretical part, multimedia in teaching, distance education and models of the integration of information and communication technologies as well as teacher education are explained. Since new technologies are emerging nowadays, teachers are confronted with the adaptation of current teaching styles and class work. The question raises as to whether teachers are capable of implementing ICT in the educational process effectively. That is why the problem of this empirical research is inadequate teachers' readiness to use ICT which results in ineffective and substandard integration of technology in the educational practice. In order for teachers to be prepared to integrate technology into the curriculum, teachers have to acquire technological and pedagogical knowledge and skills, or, in other words, develop ICT competence through training and professional development programs. This is important because the quality of every school depends on the quality of its teachers. Moreover, 101 primary school teachers in SplitDalmatian county participated in this empirical research. The study findings revealed that there is a statistically significant difference between primary teachers' self-perception of the level of their ICT proficiency as well as their confidence in ICT use (regarding didactic and technological knowledge) in relation to one teacher factor - teaching experience. Specifically, teachers with low teaching experience perceived higher proficiency levels in ICT use and they were also more confident when it comes to didactic and technological knowledge. Other teacher factors such as gender and teaching level were not significant. Teacher factors (gender, teaching experience and teaching level) were not statistically significant in the teacher work-autonomy scale. The study also established a statistically significant correlation between primary teachers' self-perception of the level of their ICT proficiency, teachers' confidence in the ICT use and teachers' perceived autonomy. Teachers have to know how to use ICT in order to accomplish educational goals, enable students' developmental changes and the construction of their knowledge as well as design and develop digital learning and stimulate students' information literacy in accordance with 21st educational standards and the way of life in the information society.