Developments in the modern technology and their effects on the society are one of the most popular topics under discussion. Though the use of technological materials such as radio, TV, video and overhead projector in education dates back to long ago, the most important technological development profoundly affecting the nature of education today is the computer and internet and related technologies (Middlehurst, 1999).

Since the second half of the 20^th century, "understanding of the interaction between science, technology and society" began to gain importance in the field of education.

Social, political and economic developments in society are also affected to a great extent by technology. On the other hand, many people are afraid of technology because they believe that technology-induced problems are developing faster than their solutions. As a result, attitudes, needs and values are affected by the development of technology (SSC, 1989).

Therefore, advancements and changes in technology affect education and in turn affect the society. Hence, technology and education are inter-related terms (Özkul, Girginer, 2001).

Balcı and Eşme (2001) have stated the causes of why technology should be in public education programs respectively; i) education cannot be considered separate from contemporary life and technology, ii) technology increases the creative capacity by developing the critical attitude, iii) technology contributes to the development of intelligence and competence, iv) technology education complements other courses, v) as a result of technology education, no matter when students leave the school, they can be adapted to the technical life they live in.

Works carried out within the context of new regulations resulted in changes in specific objectives of science and science and technology concepts (Hurd, 1998).

One of the dimensions of scientific literacy, considered as one of the most important goals of modern science education, is an individual’s understanding technology and the mutual interaction of technology with science and society (Collette & Chiappetta, 1989; AAAS, 1993; NRC, 1996; Bauer, 1996; Hughes, 1997; YÖK, 1997; Hurd, 1998; Murphy, 2001).

In this context, it is important to investigate students’ attitudes towards technology to let them develop positive attitudes towards technology and understand the nature of science and technology. In this regard, primary school students' attitudes towards technology were investigated in the study in terms of gender, grade level, and mother and father’s education level .

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