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Drawing on the Technology Acceptance Model (TAM), this exploratory study examines the preservice teachers’ adoption of mobile technologies through the factors of current use, instructional use and future use in their teaching practices. Participants were 466 pre-service computer teachers enrolled at a public university in Turkey. A questionnaire developed by the researchers was used to collect data. Results indicated that the current use and instructional use factors had a strong positive correlation and also there was a similar correlation with the factor of future use and current use. Relationships between current, instructional, and future use of mobile technologies explained within the context of perceived usefulness, ease of use, and behavioural intention constructs of the TAM.

Patterns in Massive Open Online Courses: Review and Content Analysis of Research on MOOCs (2008-2015). The International Review of Research in Open and Distributed Learning, 18 (5). 6. Brown, M. G. (2016). Blended instructional practice: A review of the empirical literature on instructors’ adoption and use of online tools in face-to-face teaching. Internet and Higher Education, 31 , 1–10. 7. Çakıroğlu, Ü., Gökoğlu, S., & Öztürk, M. (2017). Pre-service Computer Teachers’ Tendencies