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Since computers are still not widely used in many schools, the teaching process is dominated
by traditional methods. It is dominated by the frontal form of work where the teacher had enough
interaction with students. Failure to thrive at their own pace and insufficient activity of students
was one of the drawbacks of this type of learning. In class, we have children who are not
uniform in knowledge and never pay enough attention to those who are not sufficiently mastered
the material and those who are above their average. This difference is often hampered by
teacher assessment work and how to transfer knowledge to a group of children with different
knowledge. The teacher chooses to keep average to good teaching where children with
insufficient knowledge would not get the necessary knowledge. The children with insufficient
knowledge can progress smoothly without unpleasant feeling of their ignorance, no frustration,
and humiliation while for the most advanced children teaching will be boring. With the
development of information and communication technology, especially computers, a number of
researchers (Morrison et al., 2010) were trying to see the benefits and the effect of their use
compared to older traditional learning. For many years, we tried to give answers to the
question of advantages and disadvantages between traditional and modern teaching where the
prevailing educational technology. The period from 1967. to 1972. is considered to be a period
of consolidation of educational technology, which has become the most commonly used term in
the science of pedagogy and the educational process. With the application of educational
technology, students can independently progress in mastering teaching materials, to choose the
pace of work, to repeat the material that is not sufficiently clear, that after tests performed
immediately get results and track their progress. Interactive, multimedia content provides a
great advantage of modern learning over traditional learning. With the application of educational
technology, we get feedback between the teacher and the student. Among the first studies on
the comparison of the traditional and modern ways with the help of educational technologies
research was Clark Richard (Clark, R. 1983). He tried to compare research between lectures
and computer guidance and instruction to determine which the better way of learning is. He
came to the conclusion that they are both effective depending on the ways they are used. The
same conclusion came by other authors (Dynarski et al. 2007; Kulik, 2003) and that is that there
are some major differences in the use of educational technology and traditional teaching. On the
other hand, research at the Center for Educational Research in Pittsburgh within Individually
Prescribed Instruction showed that computers are better tailored to the individual abilities of
students, rather than teachers themselves. Educational technology must inevitably be integrated
into classrooms and curricula (Clements and Sarama, 2003; Glaubke 2007; NAEYC and Fred
Rogers Center, 2012). With the advent of educational technology in the classroom teacher,
education is faced with the challenge that teachers integrate educational technology in their
daily work. Numerous studies have shown that a small number of teachers is willing to inte-
grate educational technology in their teaching activities (Becker, 2000; Hermans et al., 2008;
Stošić and Stošić 2013; Wang et al., 2004). . The reason is that there are two categories of
teachers in the understanding of educational technology. Some of them have thorough
understanding of modern technical appliances and their operation while others think it is
necessary for them to gain additional technical knowledge of the appliances and methods,
teaching methods, student-teacher relationship... These two groups represent a group of
teachers between older and younger teachers. Older teachers during their study did not have
the possibility of training with modern technical appliances, did not have the information
technology, educational technology... while the younger generation of teachers possess the
knowledge required for the use of educational technology. For a better understanding of
educational technology requires a set of computer science, pedagogy, psychology, cybernetics,
informatics... The knowledge teachers possess is sufficient for a basic use of education
technology. However, educational technology is one big system. First of all, teachers have a
basic knowledge of the use of educational technology. It takes far more professional training
through a variety of conferences, courses, professional literature, seminars... in order to get a
better knowledge in the use of educational technology. The fact is that under use of educational
technology, primarily due to poor school equipment necessary resources, insufficient
information and knowledge of teachers and the lack of interest and lack of motivation of
teachers to use them. Teachers have to be motivated to use the same because the use of
educational technology in teaching provides better interaction with students, better reception of
information because the students receive knowledge visual, auditory and kinesthetic way.
Among other things, an educational technology motivates students to work independently where
the student is more motivated to return to learning and working because modern technical
equipment is widely available at any given moment.

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Since computers are still not widely used in many schools, the teaching process is dominated

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