Pre-service teacher students have varying opportunities to gain experience with digital media in different contexts: during their own school career as students, during their teacher studies and also during their free time activities. The effect of these experiences on their attitudes and orientations towards the use of media in their daily teaching in school is unclear. Based on a survey of N=603 pre-service science teachers regarding their general media usage, learning-related prior experience, behavioural attitudes, and orientations for the usage of digital media in the classroom, based on the theory of planned behaviour was conducted to investigate this effect and existing relationships. Results show that only a small fraction of the pre-service teacher students had prior learning experiences with science-specific digital tools or digital tools in general. By path analysis it is possible to conclude, that learning experiences in school reduce perceived barriers, while learning experiences from coursework positively influence attitudes and self-efficacy expectations for media use. In Contrast, a general, constructive use of media directly influences the intention to use digital media in class as well.

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