Due to the challenges of the new era teachers enrich their teaching approaches with the implementation of Information and Communications Technology (ICT) tools. Worldwide literature provides solid evidence underlying the potential of technology for supporting everyday teaching practice, providing an interactive teaching and learning environment. This quantitative small-scale study describes the implementation of ICT in a teaching scenario in high school Physics. The scenario focused on a computer simulation about the uniformly accelerated linear motion and was the outcome of Distance-Based Instructional Coaching (DBIC). The specific DBIC was designed to support the professional development of rural science teachers. The scenario was presented to a class of twenty randomly selected tenth-grade level students of a Greek rural island. The benefits of applying the scenario are outlined not only through the satisfactory statistically significant student outcomes, but also through the student reflection that followed. According to the findings of the study the vast majority of the students enjoyed learning using simulations and scored higher after the attendance of the scenario.