Abstract:

Introduction Increasing use of technology made researchers conduct studies on determination of the factors affecting acceptance and use of technology. Models which explain the use and acceptance of technology were developed in many research studies conducted (Venkatesh, Moris, Davis and Davis; 2003). In the field of education technology, it is important to explain why the developed design and/or product is adopted or why it is not adopted. So, it can be stated that studies on spread, acceptance, and adoption of developed designs or products, in short innovations, are needed (Mazman & Koçak-Usluel; 2011). Four models which could explain the acceptance and use of technology were discussed in a study conducted by Venkatesh et al. (2003), their strengths and weaknesses were compared and Unified Theory of Acceptance and Use of Technology – UTAUT was developed. There are four major variables that affect behavioral intentions of individuals and thus their use of system. These variables are performance expectancy, effort expectancy, social impact, and facilitating situations (Venkatesh et al., 2003). When the studies in the literature are reviewed, it can be seen that there are some studies based on various models and theories that examine teachers’ and Preservice teachers’ use of technology. It is seen that these studies usually are based on Technology Acceptance Theory and that they examine the variables affecting behavioral intentions (Teo, Bahçekapılı & Ursavaş, 2012; Teo, 2009; Gürol, 2008; Siegel, 2008; Smarkola, 2007). However, there are a limited number of research studies which are conducted with the Unified Theory of Use and Acceptance of Technology (Birch, 2009; Moran, 2006) which is the synthesis of other models in predicting the behavioral intentions of individuals towards the acceptance of technology and which could explain 70 % of the variance of behavioral intention (Venkatesh et al., 2003). For this reason, patterning of studies based on the theory of acceptance and use of technology gains importance. Determination of variables that predict Pre-service teachers’ behavioral intentions towards acceptance and use of technology gains importance for future standardization studies on teachers’ technology capabilities. On the other hand, that the Unified Theory of Use and Acceptance of Technology is studied in different cultures is important to determine the impact of cultural differences on the acceptance and use of technology (Venkatesh & Zhang, 2010). Based on this necessity and significance, the purpose of this study is to determine the variables affecting Pre-service teachers’ behavioral intentions towards ICT assumptions. H1: Pre-service teachers’ performance expectancy is a significant predictor of their behavioral intentions towards ICT use. H2: Pre-service teachers’ effort expectancy is a significant predictor of their behavioral intentions towards ICT use. H3: Social impact is a significant predictor of Pre-service teachers’ behavioral intentions towards ICT use. H4: Facilitating situations is a significant predictor of Pre-service teachers’ behavioral intentions towards ICT use. H5: Self efficacy is a significant predictor of Pre-service teachers’ behavioral intentions towards ICT use. H6: Attitude towards use is a significant predictor of Pre-service teachers’ behavioral intentions towards ICT use. H7: Variables of performance expectancy, effort expectancy, social impact, facilitating situations, attitude towards use, and self efficacy as a whole is a significant predictor of Pre-service teachers’ behavioral intentions towards ICT use

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