Some models regarding technology integration such as reported by Sang et al. (2010) emphasize the importance of teachers’ attitudes towards the use of ICT in education. Negative attitudes of teachers and the limited knowledge of teachers about technology integration are found to be the main barriers for the technology integration in education (Çakır & Yıldırım, 2009; Hew & Brush, 2007). Since teachers’ attitude towards ICT is one of the impendent factors for the technology integration its investigation ) is not only helpful