Journal of Islamic and Human Advanced Research, Vol. 4, Issue 4, December 2014, 162-178 261 Barriers to ICT use in Science Teaching: A Comparative Analysis of Malaysian and Saudi Secondary School Eman Mohammed Alturki and Tunku Badariah Tunku Ahmad Kulliah of Education, International Islamic University, Malaysia wal-sal@hotmail.com Article Info Received: 10.09.2014 Accepted:12.11.2014 Published online: 01.12.2014 ISSN: 2231-8968 Abstract ICT integration in the classroom is crucial for teachers to function productively in the information age. Investigating the barriers to the use of ICT in teaching, and overcoming them, may help educators become more successful technology adopters in the future. The main purpose of this study was to investigate the most common barriers to technology integration in Malaysian and Saudi secondary schools. The results indicated that Malaysian and Saudi science teachers have a genuine desire to use ICT in their classes; but they encounter serious barriers, such as lack of ICT training and ICT facilities for teachers, and lack of time to learn and master ICT skills. ICT training and facilities have been found to be the critical components of ICT integration in secondary schools. Therefore, the existence of these components will assist to improve ICT integration in teaching and learning in the schools. Generally, this research provides some useful information and recommendations for policy and decision makers in the education sector in Malaysia and Saudi Arabia, for the integration and adoption of new technologies for the teaching of science. Key Words: ICT, Integration, Science, Teachers 1. Introduction The quest for a better quality of teaching science in schools and universities has become is a priority for teachers, educators, and the government of developing nations. Consequently, most developing countries aspire for technological development because it can lead them to concomitant quality development in various aspects of life. It can be realized through commensurate education and training in schools and higher education institutions, in the teaching of scientific and technological subjects. This is anchored on the fact that technology usage can foster and enhance the teaching and understanding of scientific reasoning and its applications (Doering, 2003). This