The present study aims to examine the role of ICT in teaching Turkish from the angles of technology use by teachers and students, the extent of technology use and purposes to use technology. The study group consists of 20 teachers and 56 students. Two questionnaires were developed for examining teachers’ and students’ technology use. Interviews were done with the teachers to deeply explore their experiences. Content analysis was used for data analysis. It was revealed in the findings that teachers mostly use computers, multimedia materials, presentation software. Students use mobile phones and e-resources. Presentation software is found not productive by students. The students are good at mobile phone applications and internet use. Many of the students report that they do not have a computer and this is an obstacle when technology is meant to be used after class. Drawing on the data some culture-related conclusions are presented in particular to Turkish context. The results of the study show some insightful findings regarding the resources, conditions and points to be improved