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.