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

中文翻译：

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在职教师对移动技术集成教学与技术集成教学障碍概念的比较

研究人员确定了三个层次的障碍来探究教师对技术集成教学的概念，即外在障碍、内在障碍和缺乏设计思维。然而，很少有研究调查教师移动技术集成教学的障碍，并将其与技术集成教学的障碍进行比较。本研究招募了 20 位具有采用移动学习（在实践中）经验的在职教师来比较他们对这两种障碍的概念。首先，我们利用现象学方法，随后将定性访谈数据转化为定量数据。研究结果发现了一个额外的关键障碍，即课堂管理。因此，这项研究揭示了（移动）技术综合教学的四种障碍。此外，在采用移动学习方面经验较少的教师在移动技术集成教学中遇到的障碍比在一级水平的技术集成教学中遇到的障碍更多（即外在障碍）。相反，在采用移动学习方面经验较多的教师在将移动技术与传统技术进行教育整合时遇到了更多与设计思维相关的障碍。这项研究为该领域提供了新的见解，以了解教师对采用新兴技术集成教学的障碍的概念，并为致力于教师专业发展的研究人员和政策制定者提供了启示。对实践或政策的影响：