This study examined pre-service teachers' self-reported intention to use technology. Two hundred and seven-four participants completed a survey questionnaire measuring their responses to four constructs from the Technology Acceptance Model (TAM): perceived usefulness, perceived ease of use, attitude towards use, and behavioural intention to use. Structural Equation Modelling (SEM) was used as the main technique for data analysis. The results of this study showed that the four TAM constructs were significant in explaining pre-service teachers' intention to use technology. Overall, this study indicated that the TAM has the predictive ability to explain the intention to use technology among a sample of educational users. In addition, the results of this study showed that the TAM is structurally invariant by gender. Further research is recommended to gain deeper insights into the structural invariance of the TAM by using different subgroups such as culture, age-groups, and technologies.