Education can be linked to a nation's growth and economic development (llASA, 2008, United Nations Country Team Malaysia, 2005).
With economic progress and rapid infrastructural development in Malaysia since her independence (31 August 1957) laying the foundation for a stronger economy education as a major contributing factor has been receiving more and more attention. In this 21st century, every aspect of our life involves computer technology (Yildirim, 2000; Look, 2005; Kay, 2007), and the contribution of ICT in enabling education is indisputable (Frost and Sullivan, 2010). This paper is therefore discussing the role of Information Technology (IT) in the general development of Malaysia, as well as describing the role of education in this context. Apart from the technology use, teachers are one of the factors that might affect the effective use of technology in schools; (UNESCOBangkok, 2007-2008); and many believe that the involvement of teachers on technology is critical (Look, 2005), on top of that, attitudes are key factors that will influence whether teachers accept computer as a teaching tool in their teaching practices (Juanna et al., 2005; Teo, 2008; Al-Zaidiyeen et al., 2010), therefore, this paper also examines the attitude among Malaysian school teachers present use of Information and communication technologies (ICT) as a tool in teaching, and to find out the factors that affect their attitude on the usage of ICT in teaching as well as the problems with its use. A questionnaire comprised with demographic data such as age, education background, teachers' computer background and computer attitude scale were applied to this study. Data was examined through descriptive analysis, T-Test, Chi-Squared Test and Correlation Test. The findings indicated that only certain parts of the demographic data were significant and will affect teachers' attitude on using computers in teaching. Together with the analysis, the problems with, and the barriers related to ICTs used in schools have been addressed.