This study discussed the problems related to the integration of a newly introduced web system, "Tracking and Evaluation System for Book Reading Activities" (KITaS), that would be included in a public school system with educational activities and the integration of teachers in the course of their promotion and implementation in Kirklareli.In the process of implementing KITAS, it was the aim to determine the barriers based on teachers' barriers regarding the integration process, and the profiles of changing barriers in the literature were compared.
In this qualitative research conducted in 2015-2016 school term, data was collected through observation, interview, and open-ended question form. Research participants were seven teachers from a government secondary school in Kirklareli.
Primary findings of this research are as follows: (A) Accepting that there are some barriers to technology integration all the time, (B) having the thought that top unit of an institution at which teachers work decides entering in the process of technology integration, and (C) not needing to integrate technology in test-centered and being successful at exams approach.
Implications for Research and Practice:
Within the scope of this research, the barriers similar to those in the literature have been made clear as well as the barrier that does not directly correspond to those in the literature. Depending on the changing conditions, it seems that new barriers to technology integration (having the thought that top unit of an institution at which teachers work decides entering in the process of technology integration, and accepting that there are some barriers to technology integration all the time) emerge and some of the barriers (lack of technology resources) are found to decrease.
Keywords: obstacles in technology integration, inservice teacher training, technology using limitations