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

Background Technology 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.Purpose The 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.Sample Participants 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 methods A 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.Results The 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.Conclusion The 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.