The impact of authentic learning experiences with ICT on pre-service teachers' intentions to use ICT for teaching and learning

• Effects of learning with ICT on pre-service teachers' intentions to use ICT.
• Theory of Planned Behaviour was used as a theoretical frame.
• Changes in pre-service teachers' self-efficacy in regard to use of ICT.
• Changes in pre-service teachers' subjective norms in regard to use of ICT.
• Changes between relationships of areas of TPB.

This research focuses on how experiences of learning with ICT in pedagogically meaningful ways can affect pre-service teachers' intentions to use ICT for teaching and learning. The research is based on the framework of the theory of planned behaviour (TPB). It is a quasi-experimental design study with pre- and post-testing. The effects that a 12-week course using collaborative, inquiry based learning practices and several ICT applications have on four areas of pre-service teachers' TPB are investigated. The research was conducted using repeated measures t-tests and structure equation modelling (SEM). The results indicate that there were no differences in pre-service teachers' attitudes and behavioural intentions towards the use of ICT for teaching and learning. Statistically significant changes were found in pre-service teachers' self-efficacy and subjective norms concerning the use of ICT for teaching and learning. Also, differences between pre- and post-testing were found in the relationship between subjective norms and self-efficacy and other areas of TPB.