Twenty-six years have passed since computers entered the Turkish Education System. Studies regarding the evaluation of the integration process reveal that the technology use has not yet been reflected into classroom activities sufficiently. This article aims to evaluate studies conducted from the beginning of the process to determine problems about the integration process, especially by focusing on elementary education. The article carefully examined the relevant literature, short-term action plans, circulars, regulations, project documents, and research studies. It appears that all the investments and projects carried out so far regarding the generalization of the use of ICT in education have remained mostly at the macro level. More concrete policies and practices considering all the dimensions were put into practice only in the last period of the technology integration process. There are still problems in the present situation particularly in the dimensions of infrastructure, teacher education, instructional materials, and software. Micro-level studies, which are carried out at the level of the individual school, should be supported. Then, there will be better chances to convert the results of studies into policies for effective reform.