Abstract
Technology plays a transformative role in modern education, reshaping how knowledge is shared and fostering interactive learning environments that equip students with essential 21st-century skills. The research investigated the factors influencing teachers’ intention to integrate technology into their teaching in under-resourced township schools with Wi-fi infrastructure in the Johannesburg East District. This study employed a quantitative research approach Framed by the Unified Theory of Acceptance and Use of Technology-3 (UTAUT-3) model and the Technological Pedagogical Content Knowledge (TPACK) framework. The findings of the study revealed that habit had a statistically significant effect on behavioural intention and behavioural use of technology, and pedagogical content knowledge (PCK) had a significant influence on behavioural intention. However, performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, personal innovativeness, technological content knowledge, technological pedagogical knowledge and technological pedagogical content knowledge had no influence on behavioural intention nor behavioural use of technology by teachers. The findings of this study might give insights into the factors that hinder teachers in township schools from adopting technology into their teaching. These results could also help guide and inform future professional development initiatives to be designed or strengthened in a way that will expand the teacher’s technological knowledge and technological skills