Teachers' digital literacy is gaining importance day by day, so it is inevitable to educate teachers to keep up with the students who come with completely different needs. In the new digital era, there are new „digital native“ students who are seeking innovative and enthusiastic teachers. These teachers should implement all their knowledge they have gained and they should enable their students to use the digital tools to improve their learning. Lifelong learning as a part of teachers' job is becoming even more important with the new School for Life, the new curriculum reform in Croatia, that started in 2019. Teachers should adapt their traditional teaching methods to creative and innovative approaches. This should also be supported by a broader view of knowledge of this concept, which is influenced by schools, pedagogy, and different school subjects. The users, both teachers and students, need to adapt to the digital devices to use them effectively in the classrooms. This paper aims to examine the readiness of teachers for the usage of the digital tool in their classrooms, which incorporates a variety of cognitive, sociological, and emotional skills. For this purpose we conducted a survey with 157 participants, teachers both in primary and secondary schools in the Republic of Croatia researching the degree of their digital literacy and digital competencies. The degree of agreement of teachers with claims about the use of digital technology was analysed quantitatively by using SPSS. The most relevant difference between the primary and secondary teachers was shown in the purpose of digital tools where secondary teachers claimed to use them more with an aim of introducing methodological changes in their teaching practices and for transferring novel information to students. The use of social networks and instant messaging services like WhatsApp was found more useful by secondary school teachers as well, but there is an overall agreement in the most key points researched between those two groups, especially in technical difficulties in using digital tools and poor Internet connection being the major obstacle for a successful implementation of digital tools in teaching. Furthermore, the qualitative analysis addressed the reasons for participants to participate in online collaboration activities. Teachers usually participate because of the desire for new knowledge, experiences, and faster exchange of experiences.

Keywords: Curriculum reform, digital literacy, lifelong learning, teachers.