The accelerating development of digital technology is bringing changes in society, especially in the process of education. Prepared or unprepared for such changes, life surprises us with unexpected situations from time to time. One of these situations is the sudden transition to online teaching of all participants in the educational process during the pandemic caused by the corona virus. Parents, students and teachers faced a great challenge to maintain the system, i.e. to bring the school year to an end. With the daily recommendations of the Ministry of Science and Education regarding online teaching, the choice of methods and tools for successful teaching was still up to the teachers themselves. In this final paper, in addition to the theoretical part, a research was conducted to examine the attitudes of primary and secondary school teachers in the use of online teaching methods, tools and platforms. Three hypotheses have been set, one not being confirmed. Precisely with that theory, the assumption was that there is a significant difference in the use of online teaching methods, tools and platforms among primary school teachers compared to those in secondary schools. An insight into the answers of the respondents shows that the answers are equally represented. The conclusion is that this was due to the possibility of experimenting with the online teaching process, so teachers chose videoconferencing tools and methods by considering several factors (age, class, time, student needs, etc.) and adapting within the area in which they operate. How successful were those who assessed their IT background as initial will be left for some other research. The fact is that good teaching is not an innate skill of each of us and that it is learned, practiced and improved constantly.