  Despite significant amount of investment, there seems to be obstacles to
technology integration in education. In order to shed light on the nature of
perceived obstacles to technology integration, opinions of 117 professionals,
who were selected by Turkish Ministry of National Education as experts in their
respective fields, about the obstacles to integration of technology into
education were investigated. After categorizing the perceived obstacles by
factor analysis, associations of those categories with personal and
professional differences were further investigated for better contextualizing
the findings. Correlations were analyzed by Pearson's product moment
coefficient and point-biserial coefficient. The results revealed that it's not
the hardware itself that constitute obstacles to technology integration.
Insufficiency of in-service and pre-service training, content support, and
incentive system emerged as major perceived obstacles to technology
integration. Inadequacy of physical and technological infrastructure was also
found to be an important obstacle to successful integration. Novelty of the
technologies compared to older ones were not found to be an obstacle to
technology integration. Moreover, participants stressed the lack of education
in teacher training institutions about current technologies that Ministry of
National Education officially requires teachers to use as part of their jobs to
be another important obstacle. There were no correlations between sex, age,
level of education, job position, year of experience in other careers, and any
of the categories of perceived obstacles. However, there was a strong negative
correlation between year of experience in teaching and insufficiency of
resources. Association between year of experience in educational administration
and negative psychological state was also strong and negative.

Computers and Society;Human-Computer Interaction