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Based on Bandura's (1977) social learning theory, the purpose of this study is to identify the relationship of preservice teachers' perceptions of faculty modeling of computer-based technology and preservice teachers' intent of using computer-based technology in educational settings. There were 92 participants in this study; they were enrolled in "Teaching with Microcomputers" class at a major university in Rocky Mountains.
Two survey instruments were used in this study. The first instrument was Preservice Teachers' Perceptions of Faculty Modeling Survey (PTPFMS). The second instrument was Intent to Use Computer-based Technology Survey (ITUCTS). The results showed that preservice teachers' perception of faculty modeling of computer-based technology significantly affected their intent to use computer-based technology; results were similar for the use dimension and its sub dimensions, but on the dimension of role of technology and its sub dimensions the interaction was insignificant. The paper concludes by stating the limitations and implications of this study.
Will the trilogy of Matrix come true? We have not even completed the first decade of the 21st century and advancements in computer-based technology are so great that we rely on it more than any other species on this planet. Every sword has two faces, one good another bad. One good application of computer-based technology is within educational settings. Using computer-based technology in educational settings helps students in their learning (Sahin, 2003; Stinson, 2003; Whetstone, & Carr-Chellman, 2001). There are studies that indicate learners have positive attitudes towards using technologies in their classroom (Kurubacak,& Baptiste, 2002; Lee, 1996; Norby, 2002; Okinaka, 1 992) . In addition , teachers also improve their instruction by using a variety of technology resources such as the Internet, multimedia CD-ROMs, audio and graphics (Jao, 2001). There is evidence that suggests teaching with technology provides more benefits for both teachers and students than teaching without any technology.
There has been a scarcity of researchers exploring the ways in which preservice teachers can be taught to effectively integrate computer-based technology within their instruction. According to the National Center for Education Statistics (2000), teacher preparation for technology integration is minimal, and in 1999 most teachers reported feeling less than well prepared to use computers and the Internet for instruction. Thus, an appeal to amplify attention to this topic in teacher...