[01] Hassan Mirzajani, Faculty of Educational Studies, University Putra Malaysia, Kuala Lumpur, Malaysia. [02] Mehraneh Delaviz Bayekolaei, Faculty of Education, University Malaya, Kuala Lumpur, Malaysia.

Global investment in information and communications technology (ICT) to improve teaching and learning in schools have been initiated by many governments. Investigation in the past decade revealed that ICT are effective resources for spreading educational opportunities. Many governments in the world have invested in ICT for improving teaching and learning in schools. Despite the huge investment of financial and human resources, communications building and innovations to facilitate ICT use in schools, the use of educational technology has been limited. This article is based on a review of journal articles that focused on pre-service teachers’ utilization of ICT for academic activities. There were at least 61 articles reviewed. Of 61 articles 23 were on factors influencing pre-service teachers’ utilization of ICT in their classrooms. The articles were empirical and meta-analysis reviews on the factors affecting utilization of ICT among pre-service teachers. The following study investigated the influence of relative advantage, complexity, compatibility, perceived ease of use, perceived usefulness, effort expectancy and performance expectancy of an innovation, on encouraging pre-service teachers’ use of ICT in the classrooms. Comparison and analysis factors influencing pre-service teachers’ utilization of ICT in their classrooms indicated that perceived usefulness, perceived ease of use of technology, and user’s attitude to be significant in decisions and intentions to use ICT in the classroom.

ICT Utilization, Pre-service Teachers, Perception

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