Predicting preservice teachers' intention to use technology-enabled learning

This predictive correlational study examines to what extent the constructs of the Theory of Planned Behavior and program factors (i.e., classification and program of study) can predict preservice teachers' intention to use technology-enabled learning (TEL), a student-centered approach to technology integration as a cognitive tool. A survey was distributed to preservice teachers enrolled in a college of education at a midsize, public teaching university. The findings of this study cohere with and extend previous research regarding preservice teachers' intention to use technology, which suggested positive attitudes toward technology and a strong sense of personal control over the decision to use technology contribute to intention to use technology. The results demonstrated that program and theoretical variables predicted preservice teachers' intention to use TEL.