Is knowing technology enough? Barriers and perceptions of prospective teachers towards the use of technology in chemistry courses

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dc.contributor.authorColak Yazici, Senem
dc.date.accessioned2026-07-01T11:39:52Z
dc.date.available2026-07-01T11:39:52Z
dc.date.issued2026
dc.departmentDüzce Üniversitesi
dc.description.abstractBackgroundTechnology is a powerful tool that supports instruction; however, it cannot replace pedagogical competence. Particularly in disciplines such as chemistry, where abstract concepts are prominent, effective technology integration requires teachers to possess not only technological knowledge but also pedagogical and affective readiness. This study examines pre-service chemistry and science teachers' cognitive, affective, and pedagogical orientations toward technology integration within a holistic framework.PurposeThe purpose of this study is to examine the effects of a practice-based and structured Web 2.0-focused training process on pre-service chemistry and science teachers' technology acceptance (UTAUT-2), anxiety toward educational technology use, and technological pedagogical content knowledge (TPACK) self-assessments, and to reveal the transformation in their pedagogical perceptions and discourses regarding technology integration through qualitative evidence supported by quantitative findings.SampleParticipants were pre-service chemistry and science teachers enrolled in teacher education programs, familiar with digital technology yet lacking experience in its pedagogical application.Design and methodsA mixed-methods Concurrent Triangulation design was employed, in which quantitative and qualitative data were collected simultaneously and analyzed complementarily to examine pre - post changes in technology acceptance, anxiety, and TPACK self-assessments, as well as the pedagogical context underlying these changes.ResultsThe findings indicate that pre-service teachers perceived undergraduate-level technology courses as insufficient; however, following the practice-based training, significant increases were observed in technology acceptance and TPACK self-assessments, along with notable decreases in anxiety toward educational technology use. While pre-training views on technology use were generally broad and superficial, post-training responses shifted toward pedagogically grounded practices aligned with different instructional stages; UTAUT-2 results were found to be consistent with this transformation, particularly through significant increases observed in the subdimensions of Facilitating Conditions, Social Influence, Habit, and Behavioral Intention.ConclusionThe study suggests that applied training can reduce pre-service teachers' anxiety regarding technology use. Developing both pedagogical and technological knowledge fosters self-evaluation and technology acceptance, emphasizing that effective educational technology use requires both technical and pedagogical skills.
dc.identifier.doi10.1080/02635143.2026.2631612
dc.identifier.issn0263-5143
dc.identifier.issn1470-1138
dc.identifier.orcid0000-0002-2326-8996
dc.identifier.scopus2-s2.0-105030553247
dc.identifier.scopusqualityQ1
dc.identifier.urihttps://doi.org/10.1080/02635143.2026.2631612
dc.identifier.urihttps://hdl.handle.net/20.500.12684/23514
dc.identifier.wosWOS:001694722900001
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorColak Yazici, Senem
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofResearch in Science & Technological Education
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.snmzKA_WOS_20260623
dc.subject[Keyword Not Available]
dc.titleIs knowing technology enough? Barriers and perceptions of prospective teachers towards the use of technology in chemistry courses
dc.typeArticle

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