Background. In Switzerland, the new unified curriculum now emphasizes education with and in technology (D-EDK, 2016). The question is, how well prepared student teachers are to implement technological contents. Theory. The Technology Integration Planning Cycle (Hutchison & Colwell, 2016) shows serveral contraints in using technology for instruction. With reference to Peschel and Koch (2014) constraints can imply teacher-related, resource-related and pupil-related barriers. These factors may not only hinder the use of technology for instruction, but also instruction to understand technology. Method. 69 pre-service teachers were assessed on the expected resources and pupil-oriented obstacles in the implementation of technology instruction, the in-school collaboration to support technology education, and the intention to implement technology instruction. Results. In-school support and collaboration improve the intention to implement technology instruction, as well as instructional resources/ material. Teachers do not see any student-oriented obstacles. Discussion. Student teachers do not feel prepared to implement technology in instruction. Teacher education and practice research need to address this. As in-school collaboration can facilitate technology implementation, collegial knowledge management should be supported. The large-scale Swiss Science Education project (Koch et al, 2015) will be dicussed as a model of an individualized, collaboration-oriented black-box quasi-experiment.

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