A comparison of in-service teachers’ conceptions of barriers to mobile technology-integrated instruction and technology-integrated instruction

Researchers have identified three orders of barriers to probe teachers’ conceptions technology-integrated instruction, namely extrinsic obstacles, intrinsic obstacles and the lack design thinking. However, few studies investigated mobile instruction compared them with their instruction. This study recruited 20 in-service teachers experience in adopting learning (in practice) compare two kinds barriers. Firstly, we utilised phenomenographic method subsequently transformed qualitative interview data into quantitative data. The research results found an additional crucial barrier, classroom management. Thus, this revealed four classifications (mobile) Moreover, less confronted more obstructions than at first-order level (i.e., obstacles). On contrary, encountered related thinking upon educational integration technology over conventional technology. provides field new insights understanding adoption emerging sheds light for researchers policymakers who are working on teacher professional development. Implications practice or policy: reveals a framework providing advanced as grows. More courses involving should be provided part training. Future carefully explore effective solutions eliminating