The development of ICT (Information and Communication Technology) has brought great changes to education. It has changed the traditional teaching environment, learning forms, teaching content and teacher-student interactivity (Wang & Dostál, 2016). ICT tools not only enable ubiquitous learning by ironing out time and place restrict, but also help improve the effectiveness and efficiency of the outcomes of education. With the help of ICT tools, we can combine different content forms such as audio, video, text, picture, sound, etc, into one, which produces an interactive way of learning by making the content of knowledge rich and informative, so that it can greatly enhances students' motivation and interest in learning, and makes learning from passiveness to activeness. In addition, ICT tools enable individual and independent learning to become true. In addition, it overcomes the defects of traditional learning by providing hypertexts which help extend and enrich the knowledge to be learned. Therefore, ICT tools have become a vital means to enhance the outcomes of teaching and promote quality education. Based on this, more and more researchers have paid attention to technological education and the issues related to this aspect. The book "Perception and Possibilities of ICT Tools in the Education from the Teachers' Perspective" by Milan Klement, Jiří Dost l, and Kvetoslav Bártek, is to provide an overview of the issues of the integration of ICT tools in basic and secondary schools and the causes of such issues in teaching practice. This book takes up crucial questions of the employment of ICT in education. The questions mainly include: the way ICT tools are employed in teaching practice? The frequency of the employment of ICT tools among teachers? Which ICT tool is the most frequently used in teaching practice? What factors influence the integration of ICT tools in education from the teachers' perspective? If there are enough hardware and software ICT tools for teaching in the subject schools? The author and co-author offer readers the answers to these questions by conducting two empirical studies. The first one is concerned with the current state of the integration of ICT tools in education in a broad sense and the second one deals with the current state of the employment of ICT tools in realizing problem-based teaching in basic and secondary schools. The studies were conducted at 35 schools in Czech Republic, including pre-primary schools, basic schools and secondary schools.The book includes five chapters. The first chapter is about the contemporary possibilities of using ICT tools in education. This chapter mainly discusses two functions of ICT tools in education: ICT