<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Iuliana Lazar</style></author><author><style face="normal" font="default" size="100%">Georgeta Panisoara</style></author><author><style face="normal" font="default" size="100%">Ion-Ovidiu Panisoara</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ADOPTION OF DIGITAL STORYTELLING TOOL IN NATURAL SCIENCES AND TECHNOLOGY EDUCATION BY PRE-SERVICE TEACHERS USING THE TECHNOLOGY ACCEPTANCE MODEL</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">digital storytelling tool</style></keyword><keyword><style  face="normal" font="default" size="100%">natural sciences didactics</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service teachers’ digital age</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-service teachers’ status</style></keyword><keyword><style  face="normal" font="default" size="100%">TAM model</style></keyword><keyword><style  face="normal" font="default" size="100%">technology education didactics</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/987-1591087866.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This research aimed to contribute to the overall understanding of pre-service teachers’ acceptance of the Digital Storytelling (DS) tool. The primary associations of the Technology Acceptance Model (TAM) were tested in the academic years 2017/2018 and 2018/2019 for statistical significance when the effects of the pre-service training teachers' digital age and status were controlled. Data from 296 pre-service teachers, from second and third study year, majority women considered vulnerable group were collected. The factor analysis and invariance tests on basic TAM were performed. The results revealed that DS tool usage intention was a function of perceived usefulness and ease of use. This research established the TAM applicability with the control variables addition to model the DS tool acceptance by pre-service teachers, as didactic material for natural sciences and technology education. Configural, metric, and scalar invariance were confirmed across both cross-temporal and cross-sectorial groups. Perceived ease of use of DS has strongly influenced both usefulness (β=.571, t=11.958, p&lt;.0001) and intention to use of DS (β=.763, t=19.914, p&lt;.0001), under the influences of the control variables. The outcomes contributed to the general understanding of DS pre-service teachers’ adoption relevant for natural sciences and technology education and for recognition of vulnerable category behavior.</style></abstract><issue><style face="normal" font="default" size="100%">3</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">429-453</style></section></record></records></xml>