The United Kingdom has tried and tested many different approaches to enhancing the science curriculum for 14–16 year olds utilising the advances of new technologies. However, there seems to be a chasm developing between knowing that ICT can be very beneficial to the teaching and actually training science teachers to use the technology effectively in their own practice. The author of this paper has had experience of both teaching science in the classroom and evaluating several UK initiatives in the area of ICT in science education. This paper shares some of the findings from two of the most recent projects related to this area and raises questions to the validity of the successes claimed by electronic based support networks.