An Examination of the PISA Database to Explore the Relationship Between Computer Use and Science Achievement Elena C. Papanastasiou*, Michalinos Zembylas, and Charalambos Vrasidas Intercollege, Nicosia, Cyprus The purpose of this study was to compare the relationships that exist between computer use and science achievement for 15-year-old students in the USA and Germany, based on data from the Program for International Student Assessment (PISA). The results of this study show that what has an effect on science achievement is the way in which computers are used. The results indicated that students who used computers frequently at home, including for writing papers, tended to have higher science achievement. Students who had frequent availability of computers at school, who used them at that location, and who frequently used computers for programming had lower levels of science achievement. Introduction In the last 2 decades, science education reform efforts have emphasized the need to integrate computer technology into learning and teaching. Consequently, various technologies such as videodisc, CD-ROM, video-conferencing, the World Wide Web, and other innovations have changed learning and instruction in science as well as in many other subjects (Kelly & Crawford, 1996; Weaver, 2000; Windschitl & Andre, 1998; Yalcinalp, Geban, & Ozkan, 1995). However, in order for technology to be successfully integrated in the science curriculum, there are several conditions that need to be in place. Access to technology is not enough. For example, teacher training is crucial for successful technology integration (Vrasidas & McIsaac, 2001). It is only when teachers have the knowledge, skills, resources, and support available *Corresponding author. 7, Mourouzi st. # 402, 1055 Nicosia, Cyprus. E-mail: papanast@msu.edu Educational Research and Evaluation Vol. 11, No. 6, December 2005, pp. 529 – 543 ISSN 1380-3611 (print)/ISSN 1744-4178 (online)/05/060529–15 Ó 2005 Taylor & Francis DOI: 10.1080/13803610500254824