A Longitudinal Qualitative Study on Teachers’ Technology Barriers to Distance Learning: A School for Students with Dyslexia

The purpose of this qualitative case study was to develop an account teachers’ perception barriers technology integration throughout distance learning. COVID-19 pandemic forced schools adopt learning cope with the crisis, but whether teachers are prepared for change is unknown. Therefore, described experience over course and identified they faced at a small, private school students dyslexia. findings found influenced technological knowledge, attitudes, beliefs about integration. Barriers were by all participants, only novice integrators one intermediate integrator experienced second-order barriers. Implications provided on supporting overcome towards