Tekst se zasniva na rezultatima empirijskog istraživanja o primjeni informacijsko-komunikacijske tehnologije (IKT) u srednjim strukovnim školama u Zagrebu i Zagrebačkoj županiji. Analizirani su intervjui s nastavnicima (N=29) i fokus grupe s učenicima srednjih strukovnih škola (6 grupa, N=48). Ispitivalo se s kojim ciljem i na koje načine nastavnici i učenici najčešće koriste IKT, što smatraju prednostima, a što nedostacima pri korištenju IKT-a u nastavne svrhe te koji su njihovi prijedlozi za unaprjeđenje primjene IKT-a u školi. U tekstu se također analizira je li primjena IKT-a u funkciji konstruktivističke nastave. Nalazi pokazuju da nastavnici koriste IKT gotovo svakodnevno, ali u nastavi i dalje dominiraju tradicionalne metode poučavanja. Prema mišljenju nastavnika, najčešće su prepreke za adekvatnu primjenu IKT-a u nastavi nedovoljna informatička opremljenost škola, zastarjeli školski kurikulumi te manjkavosti u formalnom obrazovanju, kao i u dodatnim edukacijama nastavnika koje ih ne pripremaju na prikladan način za primjenu IKT-a u nastavi. Osim navedenog, nastavnici ističu i nedostatak vremena te niske prihode zbog kojih često nisu motivirani za kompleksnije načine korištenja IKT-a u nastavi. The paper is based on the findings of an empirical research on the application of information and communications technology (ICT) in vocational schools in Zagreb and the Zagreb County (Croatia, EU). The authors analysed the interviews with vocational school teachers (N=29) and students (N=48) arranged in 6 focus groups. The analysis focussed on the objectives and manners in which the teachers and students usually use ICT, the perceived advantages and disadvantages of the use of ICT for educational purposes, and their suggestions for advancing the application of ICT in schools. The analysis also discussed whether the application of ICT benefited the constructivist teaching, as well as the potential obstacles and stimulating factors for implementing ICT in teaching. The findings indicate that even though the teachers use ICT almost on daily basis, the teaching process is still largely dominated by traditional teaching methods. According to the findings, lack of computer equipment in schools, inadequate teacher training, inadequate curricula for vocational education, and the inadequate study programmes where the teachers are educated for the application of ICT in the teaching process are considered as obstacles for implementing ICT in education. In addition, teachers emphasised the lack of time and low income which often leads to their lack of motivation for the use of ICT in education.