Examining pre-service teachers’ acceptance of technology-rich learning environments: A UAE case study

This study addressed the extent to which pre-service teachers at a teachers’ college in the United Arab Emirates (UAE) accepted and intended to utilize technology-rich learning environments in their future teaching practice. The effect of other significant factors on their overall acceptance, such as computer self-efficacy (CSE) and Perceived User Resources, was investigated. A final aim was to confirm the applicability of the instruments employed in this study within the unique sociocultural context of the UAE. Questionnaires utilizing a modified version of the technology acceptance model (TAM) were used to collect data. Respondents indicated strong acceptance of technology-rich learning environments. In the model, Perceived Usefulness and CSE were the two strongest predictors of Behavioral Intention. The results also supported the validity of TAM-based research within the Emirati sociocultural environment.