This study aims to identify the factors influencing pre-service teachers' use of information technologies in educational settings and to validate a technology acceptance model that is extended by employing variables related to innovativeness. The data were collected from 1819 pre-service teachers studying in 12 different teacher education programs of a state university. For the analysis, PLS-SEM technique was employed. The results showed that the most influential construct on intention was the perceived usefulness, and the strongest relationship was found between social influence and perceived usefulness. In addition, the relationships between openness and the core technology acceptance constructs were found to be significant. These findings suggest that the openness to change trait is crucial for instructors and the opinions of people who are important to pre-service teachers and social pressure are the primary factors influencing their views in performance increase they can achieve by using technology. Accordingly, social norms, motivational-emotional factors and personality traits regarding innovativeness may have a vital role in technology adoption both theoretically and practically.