The article argues that the constant development of the use of ICT in physics lessons is a historical necessity. A brief analysis of scientific and methodological literature on teaching physics with the help of ICT is given. Different directions of using computer technologies in the educational process are noted. The essence of the most frequently used modeling method in teaching physics is explained. It was pointed out that, unlike other exact sciences and the simulation model, it is partly difficult to describe the model of physical events and processes. An example from our own experience is used to describe the Stern model. It is noted here that such models are described using a 3D package. Listed are the principles that a teacher should follow when modeling. The conditions necessary for the development of the use of ICT in physics lessons are noted. Among them, special attention was paid to the content of problems in physics. Thus, it was noted that solving problems with game, contextual and research content is the most important tool for the development of students' creative thinking. The specificity of ICT tools used in teaching physics is noted.