The main purpose of this study is to investigate the related factors that affect the usage of educational technology in primary schools. This study depends on literature analysis and the questionnaire to collect data. Specifically, the items employed in this study were derived from the teachers' and school administrators' perceptions of using educational technology. The data were gathered by using mass sampling of 292 teachers and 127 school administrators from 107 primary schools, in the city centre of Elazig, Turkey. The questionnaire used for data collection had a reliability coefficient of 0.78. Both descriptive and inferential statistics were used for the data analysis. On the basis of this research, the following conclusions were drawn: Teachers feel positively about using educational materials as well as in-service training on technology integration although there are insufficient educational technologies available in schools. Furthermore, teachers think positively about the lesson "information technologies and teaching materials" which have been employed in education faculties. These findings suggest that primary school teachers need pre-service training in order to implement a curriculum that provides a comprehensive understanding of technology. (Contains 1 table and 4 figures.)