Abstract Understanding how prepared teachers are to use technology to enhance their teaching can assist researchers to support them better, yet the theoretical basis for understanding teachers' self‐beliefs is in need of stronger empirical support. The first objective of this study was to replicate and extend prior research that empirically tested portions of the technology acceptance model (TAM) amongst pre‐service teachers. The second objective was to empirically test an alternative set of antecedents of behavioural intentions to use technology based on the expectancy–value theory (EVT). Four theoretical models were tested using structural equation modelling with a sample of pre‐service teachers ( N = 249). Results provide support for the TAM and the extended TAM models, however, no support was found for the combined EVT and TAM models. We discuss the implications to promote teacher integration of technology in the classroom by creating facilitating conditions.
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