This study tests the validity of an extended theory of planned behaviour (TPB) to explain teachers' intention to use technology for teaching and learning. Five hundred and ninety two participants completed a survey questionnaire measuring their responses to eight constructs which form an extended TPB. Using structural equation modelling, the results showed that the constructs in the extended TPB were significant in explaining teachers' intention to use technology in their work. Among the constructs in the research model, attitude towards computer use had the largest positive influence on technology usage intention, followed by perceived behavioral control. However, subjective norm had a negative impact on intention. The inclusion of the antecedent variables had also strengthened the ability of the extended TPB model to explain intention. This study contributes to the growing discussions in applying psychological theories to explain behavioral intention in educational contexts.Keywords Theory of planned behavior Á Technology in education Á Teachers Á Technology usage intention Teachers are key to the success of integrating technology into teaching and learning (Zhao et al. 2001). However, users' intentions to use technology are influenced by various factors from personal characteristics to work environments. More specifically, these factors include attitudes toward computer use (Rainbow and Sadler-Smith 2003), perceived complexity (Teo 2009), subjective norms (Teo and Tan 2011) and facilitating conditions (Teo 2011(Teo , 2014. In attempting to measure and to understand the factors that affect a person's intention to use technology, various models and theories have been developed.