This predictive correlational study examines to what extent the constructs of the Theory of Planned Behavior and program factors (i.e., classification and program of study) can predict preservice teachers' intention to use technology-enabled learning (TEL), a student-centered approach to technology integration as a cognitive tool. A survey was distributed to preservice teachers enrolled in a college of education at a midsize, public teaching university. The findings of this study cohere with and extend previous research regarding preservice teachers' intention to use technology, which suggested positive attitudes toward technology and a strong sense of personal control over the decision to use technology contribute to intention to use technology. The results demonstrated that program and theoretical variables predicted preservice teachers' intention to use TEL.

这项预测性相关研究探讨了计划行为理论和计划因素（即学习的分类和计划）的构造可以在多大程度上预测职前教师使用以技术为中心的学习（TEL）的意图，即以学生为中心的方法。技术集成作为一种认知工具。已向注册于中型公立教学大学教育学院的职前教师分发了一项调查。这项研究的结果与先前有关职前教师使用技术的意图的研究相吻合并扩展了以往的研究，这表明对技术的积极态度以及对使用技术的决策的强烈的个人控制感有助于使用技术的意图。