In the era of complete digitization of everyday life, major changes are also taking place in the field of primary school education. With the development of artificial intelligence and its powerful tools, in many schools around the world, teachers are using intelligent personal assistants in their work with students. Intelligent personal assistants are speech technologies in mobile platforms that use input data such as the user's voice, vision (images), and contextual information to provide assistance by answering questions in natural language, making recommendations, and performing actions. The most famous intelligent personal assistants available on the market are Google Assistant, Siri, Alexa, Cortana ... Teachers using these innovative technologies around the world have recognized the advantages of using them in class, as well as the shortcomings of using intelligent personal assistants during the teaching process. The aim of this paper is to explain the role and significance of intelligent personal assistants (IPA) in the teaching process in primary schools, as an innovative educational technology, in the way teachers perceive it. In this connection, theoretical and empirical research was carried out in this thesis. A new survey questionnaire was created and the perceptions of Croatian elementary school teachers about the advantages and disadvantages of using IPA in the classroom were examined. Until then, all respondents were non-users of IPA in the teaching process, however, they had experience (37 respondents, or 23%) in using this innovative technology in a private environment. The obtained results can be helpful in understanding the factors of acceptance of IPA in teaching, as well as in making strategies for their implementation in the teaching process.