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Validity and reliability checks were conducted, and structural equation modeling and t-tests tested the hypotheses. 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Tajudeen Shittu  \nFederal University of Technology Minna, Nigeria  \nBamidele Wahab Kareem  \nFederal University of Technology Minna, Nigeria  \nOmotayo Olabo Obielodan  \nUniversity of Ilorin, Nigeria  \nMichael Ayodele Fakomogbon  \nUniversity of Ilorin, Nigeria  \nAbstract  \nThis study examined predictors of pre-service science teachers’ behavioral intention toward eresources use for teaching in Nigeria. The study used cross-sectional survey research method and a questionnaire with a set of items that measure technology preparedness, perceived usefulness, perceived ease of use and behavioral intention to gather the data of the study. The sample of the study is comprised of 124 pre-service science teachers graduating from a teacher education program in a Nigerian university. The research instrument of the study was subjected to validity and reliability check. Structural Equation modeling and t-test analysis was used to test the hypotheses of the study and the data collected were used to fit the specified model of the study. The findings ofthe study showed that technology preparedness does not statistically influence students’ behavioral intention towards e-resources use for teaching, but perceived usefulness and perceived ease of use does. The study also revealed that significant difference exists between male and female pre-service teachers behavioral intention towards e-resources use for teaching. Thus, the findings of the study confirm the validity of technology acceptance model construct and provide evidence that technology preparedness of pre-service teacher is inadequate to induce their behavioral beliefs toward future use of e-resources for classroom practice  \nKeywords: Pre-service teachers, E-resources, Perceived usefulness, Ease of use, Behavioral  \nintention  \nIntroduction  \nThe digital revolution has arguably transformed every area of human discipline. The revolution did not sphere education, rather, it has brought a radical change into how knowledge is created, generated, communicated, stored and used. For pedagogical practice, the technology has brought  \na paradigm shift to how teaching is conducted and how students learn. The development of electronic resource has reshaped the responsibility of professional teachers. Despite the advocacy on the need to deploy information technology resources for teaching and learning, evidence still shows that there is little use of e-resources in the classroom especially in the less developed nations (Clark, 2000; Ertner, 1999; Yusuf & Balogun, 2011) .  \nPreparing pre-service teachers for the current digital era, teacher educators should be seen to be a key factor in using e-resources for training the future teachers. E-resource are materials, learning content, and information that are in digital form which can only be access through computer. The emergent of e-resources has tremendously influence information creation, handling and usage in education. It enable innovation in teaching and learning, increases discovery and creation of new field of inquiry. To Ray and Day (1998), e-resources is a digital resources that offers students of this generation new opportunities that were not available to previous generations of students. Added to that, Okello-Obura and Magara (2010) noted that e-resources has a lot of advantages over printed resources among these advantages of e-resources are: ease of use, speed, access to multiple files at the same time, access to document outside the library among others.  \nGiven the importance of teacher in the application of e-resources for teaching and learning, researchers have turned their attention to understand the adequacy of teachers’ preparation program, whether teacher are well prepared or not to use information communication technology resources for teaching. Findings from these studies have identified factors affecting teachers","cbCaicLRVs0Jwj7w","https://ap.wps.com/l/cbCaicLRVs0Jwj7w","pdf",739012,16,"English","# Abstract\n# Introduction\n## Digital revolution and e-resources in education\n## Teacher preparation and determinants of adoption\n## Gender differences in technology use","[{\"question\":\"What factors does the study examine as predictors of behavioral intention toward e-resources?\",\"answer\":\"The study measures technology preparedness, perceived usefulness, perceived ease of use, and behavioral intention toward e-resources use for teaching.\"},{\"question\":\"What research method and sample size were used?\",\"answer\":\"It uses a cross-sectional survey method with a questionnaire, and the sample includes 124 pre-service science teachers from a Nigerian university teacher education program.\"},{\"question\":\"What did the findings show about technology preparedness?\",\"answer\":\"Technology preparedness did not statistically influence behavioral intention toward e-resources use for teaching.\"}]","Investigating Predictors of Pre-service Science Teachers’ Behavioral Intention toward e-Resources for Teaching | PDF",1792089496]