Bekirogullari, Zafer2025-03-072025-03-0720122247-63772247-8558https://hdl.handle.net/20.500.12507/2827Computers and related technologies provide important means of instruction for regular students and students with special needs. Integrating computers and technologies in schools has lagged their development and use. The future use of computers and technologies in schools largely depend upon teachers' knowledge and skills and their attitudes towards implementing computers and ICT into the curriculum. This exploratory study investigated attitudes held by regular and special needs teachers in Cyprus toward using computers and ICT. Regular teachers made greater use of computers and technologies than special needs teachers. Overall, teachers reported they used computers daily to access the Internet for using electronic mail, Facebook, and online chats, but computers and technologies did not play any substantive role in their classrooms for instruction. No teacher in either group reported using these tools in school: films or videos, the Internet, audiocassette players, or Microsoft PowerPoint. Yet, regular and special needs teachers generally regarded computers and technologies positively. To integrate computers and technologies within schools requires that teachers understand their potential to help students. Teachers need instruction in using computers and related technologies. Teacher preparation programs must include computers and ICT as essential components in teacher education.eninfo:eu-repo/semantics/closedAccessteachersattitudescomputerstechnologyspecial educationArticle2119WOS:000217238500001N/A