The communications revolution reaches all sectors of the population and makes information accessible to all. This development presents complex challenges which require changes in the education system, teaching methods and learning environment. The integration of ICT (Information and Communications Technology) and science teaching requires innovative teaching methods based on a constructivist approach. This study examines the extent to which science teachers in Israel who identify themselves as using ICT in their classrooms, actually integrate ICT in their practice, and use ICT to promote higher order thinking. The findings indicate that most teachers in this study use ICT tools primarily for visual aspects of their teaching, such as upgrading classroom demonstrations. Further, they are unaware of the need to change their teaching methods by adopting sophisticated computer applications relevant to science teaching. Even the minority who felt the need to change teaching methods do not know how to achieve this end.