Education is one of the important areas affected by the innovations of technology. In this direction, it was aimed to determine the opinions of science teachers about the reasons for not using technology in the learning and teaching process, the aims of integration, and to determine the positive and negative aspects of technology integration in practice and its reflections on students and teachers. Case study, one of the qualitative research methods, was used in the research. The research was carried out with science teachers working in public schools in Istanbul. A questionnaire consisting of structured questions was adminestered to seventy-five science teachers. According to the survey data, a focus group interview consisting of semi-structured questions was conducted with four science teachers who had technological competence, included technology integration in the learning and teaching process, and are volunteer for the interview. Descriptive analysis was carried out for the questionnaire and focus group interview. While the survey results were shown with frequency and percentage, the focus group interview was analyzed using the codes determined by the researchers after the interview. The reliability formula suggested by Miles and Huberman (1994) was used for the compatibility of the determined codes and the reliability was calculated as 90%. The research data revealed that although some teachers stated that they had technological competence, they did not meet the expectations in terms of using technological tools in the learning and teaching environment, integrating web 2.0 tools into lessons, and enabling students to gain experience in educational digital environments. In terms of technology integration in lessons, positive aspects such as increasing the active participation of students, increasing student-student, student-teacher interaction and student curiosity outweigh despite of challenging situations such as technical problems, different content expectations of students, teachers having a long preparation period, technical difficulties. Positive contributions such as increasing students' self-confidence and reducing existing misconceptions in students have been presented by teachers' observations. It is recommended to increase the usability and integration of these tools into lessons for both teachers and students in science education by solving the problems such as internet problem, application fees and technical problems mentioned in the results of the study.