Drivers of Pre-service and In-service Teachers’ Acceptance and Integration of Emerging Technologies into Pedagogical Practices

The rate of development of educational technologies has implications not only for the technical capacity of an educational institution to provide hardware and software solutions for the existing learning environment, but also for pedagogical practices that are influenced by stakeholders' acceptance of new technologies. Effective use of emerging technologies requires training future and actual teachers with professional digital literacy skills that provide pathways for connecting best educational practices with modern digital technology-based enhancements to increase the quality of learning environment through the integration of educational technologies, especially in terms of educational agents' perceptions of the effectiveness of technology in delivering educational content and acquiring knowledge. In studies on technology acceptance, the theory of reasoned action (TRA) and the technology acceptance model (TAM) are commonly used to explore the factors that affect users’ intentions to adopt educational technology and less so to study the motivations of pre-service or/and in-service teachers for accepting and integrating emerging technologies into pedagogical practices. This study addresses TRA and TAM to design a framework built on constructs as perceived usefulness, perceived ease of use, subjective norms, attitude toward use, behavioral intention, intention to use for explaining or predicting students and teachers' intentions to adopt and use emerging technologies.