A teacher in the digital age must be competent in successfully integrating content, pedagogy, and technology in the teaching learning process. The COVID pandemic prepared us to be ready for new and transformative changes in the education system, be it online education, flipped classroom, blended learning, individualized learning, or computer-based adaptive testing. Against this background, the present cross-sectional study examines the use of ICT tools and expertise in using them by elementary school teachers. The sample consisted of 167 elementary school teachers selected randomly and rated their use and expertise in using various ICT tools. The study found that teachers were more proficient in using simple ICT tools and rarely or never used complex ICT tools. Variables such as teacher teaching experience, type of employment had no significant influence on usage and expertise. However, the use and expertise of using ICT tools among teachers working in urban schools is better than that of teachers working in rural schools. In addition, educational qualification was found to have a significant influence on the use and expertise of using ICT tools. Furthermore, there was a significant positive and moderate correlation between use of ICT tools and expertise in using ICT tools, suggesting that there may be many other influencing factors. [This paper was published in "BSSS Journal of Education" v13 n1 p1-15 2024.]