This study examines the factors influencing preservice teachers' (PSTs) technology integration during teaching practice in teacher preparation programs. Utilizing a multidimensional framework, the study integrates models such as TPACK, UTAUT, and the Triple-E evaluation rubric, among others. The research involved a Qualtrics survey of 1,217 PSTs…

This study, rooted in the Technology Acceptance Model (TAM), investigates the multifaceted factors that influence teacher education students in Information-Based Teaching to embrace artificial intelligence technologies. To enrich the TAM framework, we have incorporated elements such as Artificial Intelligence Literacy (AIL), Subjective Norms (SN),…

The main purpose of the current research was to explore the relationships between beliefs/knowledge and technology integration (TI) during teaching practice (i.e., placement or practicum) among Indonesian pre-service teachers. Five core variables of the theory of planned behavior or TPB (subjective norms, attitudes, perceived behavioral control,…

Many seem to believe that today's pre-service teachers as born after 1980 are digital natives, or that they are "native speakers" of the digital language. Nevertheless, there is no evidence that their digital native characteristics determine whether or not they would use technology in the classroom. Although not widely evaluated, the…

The purpose of this research is to determine the role of primary school pre-service teachers' perceived information and communication technology (ICT) competencies on integrated science, technology, engineering, and mathematics (STEM) teaching intentions. Research participants are 242 primary school pre-service teachers enrolled at a state…

Virtual reality (VR) is developing in line with the establishment of the learning metaverse, although the relationship between its acceptance and technological pedagogical content knowledge (TPACK) is very unclear. Therefore, this study aims to determine the effects of facility condition (FC), technological acceptance model (TAM), and TPACK on…

The aim of this study was (1) to describe challenges prospective teachers perceive during project work in a pedagogical makerspace and coping strategies they develop to deal with the challenges, (2) to analyse the development of prospective teachers' TPACK and attitudes towards the use of ICT in class. Challenges regarding project work and coping…

Purpose: Pre-service teachers, who are practising teachers are exposed to numerous technical skills at university. Studies on the use of technology on pre-service teachers' self-confidence are still in their infancy, despite the abundance of studies addressing pre-service teachers' intention to utilise technology in online learning. Therefore,…

Teacher education must provide the knowledge and skills necessary for technology integration, but also influence attitudes and beliefs. Little research has been conducted on how knowledge, beliefs, and attitudes predict teachers' intentions to use technology. The aim of this study was to identify how perceived knowledge about technology…

This study investigated the possible factors that predict e-learning integration into the teaching and learning of science subjects among preservice science teachers. A unified e-learning integration model was developed in which factors such as attitude, intention, skill and flow experience served as precursors of e-learning integration. This was…

In a time when the use of digital technologies is an essential part of teaching, there is an increasing need for pre-service teachers to develop an identity that meets the requirements of the modern world. In accordance with this need, this study aims to explore pre-service English teachers' early teacher identities in relation to Emerging ICT…

The purpose of this study was to investigate the technological and pedagogical constructs underlying Turkish preservice teachers' behavioral intentions to use interactive whiteboard based on UTAUT model and TPACK using three structural equation models; technological framework, pedagogical framework, and integrated model. Within this scope,…

The technology acceptance model (TAM) is a widely used framework to investigate factors influencing technology use in education. TAM refers to a person's technology-related attitudes and beliefs influencing intention to use and actual use of technology and seeks predictors of behaviors whether to accept or reject using technology. There are…

The aim of this study was to investigate the relationship between preservice teachers' digital material design competencies and their use and acceptance of technology. The study was designed based on the Unified Theory of Acceptance and Use of Technology developed by Venkatesh et. al. in 2003. Sample of the study consists of 199 pre-service…

This article examines the consequences of routine mobile devices usage tendency in the TPACK-based classroom with the aim of improving academic performance. Findings from the primary data analysis with students and prospective graduates with teaching intention in future (n = 313) in China indicate that the regular usage tendency of mobile devices…