This thesis examines the information and communication technology function within teaching, with focus on mobile learning, and its advantages and disadvantages. Some of the systems and tools for using mobile technology in teaching are shown as well as various mobile learning organization models. Purpose of the conducted research was to examine classroom and subject teachers point of view for the use of mobile technologies in teaching, and if there are significant differences between teachers considering their work place and personal characteristics. The research was conducted on a sample that consisted of 148 primary school teachers, of which 47 examinees are classroom teachers (31,8%) and 101 are subject teachers (68,2%). It has been proven that only few cases show significant difference between teachers’ viewpoints. Subject teachers more often let their students use their smartphones in school in comparison with classroom teachers. Also, older teachers turned out to be more tolerant toward using smartphones in school, even though their self-evaluation for mobile technology knowledge is significantly lower than that of younger teachers. Significant difference had also appeared while comparing teachers by their gender. More female teachers think that they would use mobile technology in their teaching more often if they could attend some educational classes considering that matter. These cases have confirmed the hypothesis which states that there are some differences in teachers’ points of view considering their work place and personal characteristics, although there are not as many as expected.