This contribution addresses the issue of understanding teachers' difficulties in integrating computer science and programming software into their practices. To do so, we previously used the theoretical concepts of distance/landmarks to analyze the development of such practices and show the importance of the teacher's personal component. We use this lens here to analyze some interviews of teachers' views on this integration. The results show that the barriers of ICT integration situate mostly on the changes that ICT introduce at cognitive and mediative levels. Conversely, institutional, and social components rather seem to play in favor of integration.