Although most universities and educators are relying on implementing various technological tools in the curriculum, acceptance of such tools among students is still not sufficient. The Technology Acceptance Model (TAM) has been widely used by researchers to test user's acceptance of technology in business, education and other domains. This research study is an attempt that tests the integration of TAM and user satisfaction in the educational field. It particularly investigates students' acceptance to use MyMathLab, a technological tool, in university math classes in the Middle East. Structural equation modelling with various constructs was used. Findings support the theoretical model showing the great influence of user satisfaction on perceived ease of use and subjective norm on behavioural intention. The findings of this study also demonstrate that selfefficacy, user satisfaction, subjective norms, perceived usefulness, perceived ease of use, and students' attitude constructs all have a positive impact on students' behavioural intentions to adopt and use technological tools in a mathematics class room. Findings of this research have greater implications for educators and students worldwide.

Single computer courses offered at colleges of education are expected to provide preservice teachers with the skills and expertise needed to adopt computer technology in their future classrooms. However, preservice teachers still find difficulty adopting such technology. This research paper investigated relationships among preservice teachers' self-efficacy, control of learning beliefs, value-related beliefs--intrinsic goal orientation, extrinsic goal orientation, and task value--prior computer technology experience, frequency of computer use for general purposes, and computer use in single computer courses. Participants in the study were 227 preservice teachers enrolled in a one year bachelor's of education program. Regression analyses yielded significant results about the frequency of computer use for general purposes and intrinsic goal orientation. Self-efficacy and prior computer technology experience were significantly correlated with computer use in single computer courses. The findings send a clear message about the necessity to consider preservice teachers' beliefs, personal use of computer technology, and prior computer technology experience when designing computer courses.

As the majority of educational research has focused on preservice teachers' computer use for educational purposes, the question remains: Do preservice teachers use computer technology for daily life activities and encounters? And do preservice teachers' personality traits and motivational beliefs related to computer training provided at colleges of education affect preservice teachers' computer use for general purposes. This study explored the relationships between 334 primary/junior preservice teachers' demographic information, prior computer experience, motivational beliefs, personality traits, and computer use for general purposes. Prior computer experience was the most significant predictor of computer use. The study also yielded significant results about motivational beliefs, gender, and personality traits. Implications for computer training courses are also suggested.As our lives have become fully dependent on technology, we wonder if our kids are being well-prepared to meet the challenges of the technology age. According to a report published by the Organization for Economic Cooperation and Development (OECD, 2001), many countries are making substantial investments in computers and Internet connections for schools because students with little or no exposure to Information and Communication technology may not be able to compete in the labor market. Access to technology is not a guarantee that our kids will end up being computer literate. Well-competent teachers who are 35 Ó 2014, Baywood Publishing Co., Inc.