Speed of developing information-communication technology (ICT) and its broader application in education have led to reconsideration of education as system and as process. Influence that ICT has over education is multiple regardless to its formal or informal form. From the point of integration of education as combination of learning and teaching it is necessary to re-examine approach - recognized paradigms - their modification or replacement with adequate forms, appropriate to concrete situations within educational contexts, time and space. Both processes: learning and teaching have verified paradigms. However, nor the learning nor the teaching paradigms are not independent of realization technology of education as whole. Influence of ICT over educational elements: student, teacher and content are obvious and significant. Also, ICT significantly influences the educational aims, their definition and mode of realization. On the other hand, all activities in development of various ICT products have also developed their own paradigms. E-learning as educational mode strongly backed Lip by ICT necessarily combines paradigms of education and developing ICT products. Paper re-examines mentioned paradigms, evaluate their importance and sufficiency, possibility and necessity of their combining or replacing with the new ones. Paper tries to define weaknesses in educational process backed Lip by ICT, starting form preparation of education, through its realization up to mode and possibility of evaluating its quality.