The main purpose of this research is to explore whether the integration of the still-developing information and communication technologies and their incorporation into chemistry teaching at the second level of primary school will have an impact on the teacher–student activity ratio in eighth-grade chemistry classes. The research was conducted over 4 school years. It was conducted as a quasi-experiment to observe teacher–student activity using the Flanders Interaction Analysis System to find the frequencies of the selected categories of teacher, student, silence, and interaction index. The research of the control group was conducted in the school years 2019–2021 and the experimental group in the school years 2021–2023. Measurements were taken five times in each half-year term. The chemistry teaching of the control group was carried out using a chemistry textbook, and the teaching of the experimental group was carried out using ICT tools. The results show that the students of the experimental group were more active in the observed chemistry lessons.