Intensive studies have been carried out in relation to the teacher's role and expectations of the integration of technology into education. In this framework, this study investigates the reason why teachers integrate technology into their lessons, the type of technology they use and how they integrate it into their lessons. Furthermore, this study aims to determine the indicators of technology use and the special conditions for certain applications. The data relating to teacher's technology integrations into their lessons were obtained from classroom observations according to criteria determined after in-service training had been received. The sampling of the study comprised 32 elementary school teachers. During the observations, the observation form prepared within the scope of the project was used. Frequency tables were used to analyse the data. As a result, it was observed that the teachers who had received in service training purposefully integrated technology into their lessons and they generally understood how to select an appropriate technology for their particular teaching purpose. It was also observed that teachers new to the use of technology in the classrooms used conventional methods to integrate technology in their teaching. (Contains 3 tables and 1 figure.)