The purpose of the research, which was the second phase of a two-phase study, was to reveal experienced educators’ suggestions for solutions to the challenges to technology integration. Participants were 117 experienced educators as experts in their fields, selected and invited by Turkish Ministry of Education from among ministerial, provincial, and school level managers and experienced teachers to participate in a workshop on “goals and priorities of national education” (N = 117). Initially, suggestions of experienced educators on the solutions to barriers of technology integration were elicited from the participants of the sub-commission titled “Increasing the prevalence of the use of technological tools in education”. Solution suggestions were developed into a questionnaire, which then was used to survey the workshop attendees. Data were analysed by principal axis factoring with direct oblimin rotation, Mann-Whitney-U and Kruskal-Wallis-H tests, as well as Spearman’s ρ correlation coefficient. Analyses revealed that, solution suggestions fall into three categories: Train, Allow Time, and Supply. In order to overcome barriers to technology integration, experienced educators suggested (a) improving the quality of inservice and preservice training, (b) allowing teachers more time by simplifying and reducing the number of courses in the instructional programs, and (c) supplying teachers with technology incentives, quality educational content, technical assistance, and information technology solutions. Analyses revealed that Train, Allow Time, or Supply did not differ according to sex, academic degree, or job position of the participants. However, older managers have been found to have slightly weaker beliefs in developing technology competencies through education.

该研究的目的是两阶段研究的第二阶段，目的是揭示经验丰富的教育工作者对解决技术集成挑战的建议。土耳其教育部从部级，省级和学校级管理人员和经验丰富的老师中选拔并邀请了117名经验丰富的教育工作者作为各自领域的专家参加了“国民教育的目标和重点”讲习班（N = 117）。最初，由题为“增加在教育中使用技术工具的普遍性”的小组委员会的参与者提出了有关经验丰富的教育者关于解决技术整合障碍的建议。解决方案建议被开发成问卷，然后用于调查研讨会的参加者。数据通过直接斜向旋转，主轴因子分解，Mann-Whitney-U和Kruskal-Wallis-H检验以及Spearman的ρ相关系数进行分析。分析显示，解决方案建议分为三类：培训，允许时间和供应。为了克服技术集成的障碍，经验丰富的教育工作者建议（a）提高在职和职前培训的质量，（b）通过简化和减少教学计划中的课程数量，使教师有更多时间，并且（c）为教师提供技术激励措施，优质的教育内容，技术援助和信息技术解决方案。分析表明，培训，允许时间或补给没有根据参与者的性别，学历或工作职位而有所不同。但是，已经发现，年龄较大的管理人员对通过教育发展技术能力的信念稍弱。