This research aimed to investigate Damascus schools basic education teachers\' perceptions of the relationship between technology integration in instruction and future roles of the teacher. A random sample consisting of (82) basic education teachers from Damascus directorate of education were asked to answer a 56- item questionnaire: (31) items related to the concept of technology integration in instruction, its forms and problems, and (25) items related to future roles of the teacher. The results revealed that the mean scores of primary teachers\' perceptions of technology integration in instruction, and future roles of the teacher were below the hypothetical mean (70%). The results also revealed that there was no statistical significant difference at the level of) α = 0.05) between the mean scores of basic education teachers\' perceptions of technology integration in instruction and future roles of the teacher due to the teachers\' gender, their years of experience, or their qualifications. But there was a statistical significant difference at the level of) α = 0.05) between the mean scores of basic education teachers\' perceptions of technology integration in instruction and future roles of teacher due to the teachers\' age in favor of the teachers under 40 years old. The research results showed no statistically significant relationship between basic education teachers\' perceptions of technology integration in instruction and future roles of the teacher.