A key to the success of science education is the use educational technology which can greatly enhance a student's understanding of science concepts. The educational technology tools can take a difficult to learn science concept and change it from abstract to concrete to make it easier to understand. Hence, the power of educational technology tools in a science classroom should be valued by the science teachers. Is this the case? Do classroom teachers in North Cyprus understand the power of educational technology tools in science instruction? Do they value its use for science teaching? How often do they use educational technology resources in their lessons? To answer these questions data were collected through a questionnaire from 100 secondary school science teachers. Educational technology tools have been divided into four main categories as classical technology, modern technology, computer technology and laboratory technology tools for easier analysis. Analysis results revealed that most teachers are frequently using classical technology tools whereas modern technology, computer technology or even the laboratory technology tools are not being used to the extent that they should. ANOVA and t-test results indicated that there is no significant difference about the integration of educational technology tools based on gender and level of education of teachers. On the other hand, ANOVA test results revealed that there were significant differences in teachers' responses about the use of educational technology resources based on the location of school, age, and teaching experience of the teachers.