Computer technology has an effective potential on learning and a long this time a variety of computer applications have also been developed and used in teaching physics, such as spreadsheets, modeling, multimedia, simulations, tutorials, Internet and microcomputer-based laboratories. Besides, computer hardware and software have been developed for use in the science laboratory. However, according to Bernhard (2007), we must analyze the role of developing computer technology in physics education to understand and to use effectively the full potential of it. To explore supporter approaches to the use of computer simulations integrated physics laboratories, in this section; I analyzed the use of computer simulations as opposed to hands-on experimentation of physics learning from the literature.Laboratory experiments in physics education have a vital and central role on learning and teaching. In laboratory applications based on hands-on experience, students participate to the lecture actively and accordingly, their active participation encourages the meaningful learning of them (Edelson, 1998). Although hands-on experimentations present concrete experiences and opportunities to cope with student difficulties, using real materials during experiment process causes to consume time during instruction (Nussbaum & Novick, 1982; Lazarowitz & Tamir, 1994; Lunetta, 2003). For instance, if we look at the time duration for a single laboratory session, it is not possible for high school students to complete investigations of an activity that is students cannot initiate, conclude and understand the activity in such one laboratory session of time.