Using educational technologies in the classroom contributes to make thelessons interesting for students, to facilitate achieving the objectives ofthe lesson to prevent the waste of time and to maintain a permanentlearning. Although only printed media has been used in Turkish lessonsuntil quiet recently, using technological tools has become moreimportant with the renewed elementary school c urriculum. But no matterhow much improvement occur in the field of educational technologies, itshouldn t be forgotten that these tools are used by teachers. In this studyit s aimed to define the classroom teacher s perspectives about usingeducational t echnologies in Turkish lessons. The study was carried outwith the 30 classroom teachers in the centre of Ankara. Semi-structuredinterview forms were used to define the teacher s perspectives. The datahas been analyzed through descriptive analysis and content analysistechniques. While three out of four teachers participated in this studythink that educational technologies should be used in Turkish lessons,one out of four teachers on the other hand think that it is unnecessary touse educational technologies in Turkish lessons. Furthermore, it isdetermined that they use educational technologies mostly in visualreading, visual presentation and listening and learning environments onthe other hand they use them in speaking and learning environments atle ast.