I think first of all the laziness.

In developing countries, the two giant barriers are:

1. Lack or inadequate internet infrastructure in educational institutions

2. Lack or inadequate technological know how to mainstream technology into lessons delivery on the part of instructors and learners

ignorance and mindset of teachers may be the likely causes.

Teaching is about communication and creativity but the use of technology makes teaching also a management issue. Creative teachers might not feel very conformable.

The lack of experience.

1. Lack of adequate know-how on the technologies that may be adapted for classroom use;

2. Non-availability and low technology penetration in institutions

3. Lack of support infrastructure such as power

4. Resistance to change

Lack of technical know how

Sometimes lack of supporting facilities makes the use of education technologies problematic ,and at times, low digital literacy s a great impediment. Nonetheless, technologies are here to stay and both teachers and students should learn how to make an intelligent use of its wonderful potentialities.

Including those related to teachers themselves in terms of: (personal qualities and attitudes of teachers and the efficiency of information and communication technology and self-efficacy to use the computer and sex (gender) and experience in education and the burden on the teacher .

Personal characteristics (such as age, educational level, educational experience, gender, impressions and attitudes) contribute to the integration and adoption of technology in education, but teachers 'willingness to integrate ICT into teaching determines the effectiveness of technology. Teachers' attitudes affect the adoption and integration of technology into education , Who has fears and incompetence in the use of technology resort to adopt the traditional method of teaching, understanding the personal characteristics play an important role in the use of technology teachers.

Teachers 'attitudes and impressions: Successful integration of technology directly depends on teachers' attitude toward their use. Those who believe that technology does not meet their needs and needs need not be used in education. Therefore, those who have positive beliefs and attitudes towards the use of technology will use them. Conversely, of course, they do not use it. In order to succeed in educational practices, it is necessary to develop positive attitudes towards innovation.

The efficiency of ICT means that the individual's ability to deal with a wide range of different computer applications to apply multiple purposes, it is a sign of integration of technology studies suggest that teachers who have a negative or neutral attitudes towards the integration of technology lacks the foundation of knowledge and skills that allow As well as technical competence and pedagogical efficiency, are directly linked to trust and are fully linked to the process of integrating information and communication technologies.

There are many barriers, key among which are:

1) Time constraints,

2) inaccessibility to computers and unreliability of technology,

3) computer anxiety,

4) disregard,

5) teachers’ low competency in using technological tools.