Enhancing Preservice Science Teachers' Self‐Efficacy and Technology Integration Tendency Through Web 2.0‐Based Instruction

ABSTRACT This study examines the impact of the Web 2.0‐focused course on preservice science teachers' self‐efficacy in developing digital materials, their tendency to integrate technology into teaching, and views on using technology in teaching practice. We used a sequential explanatory mixed‐method design. Data was collected through self‐efficacy and tendency scales for technology and interviews. Fifty‐five preservice science teachers participated in a 14‐week Web 2.0‐based course. During the intervention, Web 2.0 tools were introduced, their classroom integration was discussed, and preservice teachers created and applied instructional materials. The results showed that the Web 2.0‐based course significantly enhanced preservice science teachers' self‐efficacy in developing digital materials and their tendency to integrate technology into teaching, with a large effect size. A moderate correlation was found between these factors, and qualitative findings supported that greater confidence in using Web 2.0 tools led to increased integration in instruction. These findings emphasize the need for technology‐focused courses in preservice teacher education to enhance confidence and willingness to use digital tools.