This study extends the technology acceptance model to identify factors that influence technology acceptance among pre-service teachers in Ghana. Data from 380 usable questionnaires were tested against the research model. Utilising the extended technology acceptance model (TAM) as a research framework, the study found that: pre-service teachers' pedagogical beliefs, perceived ease of use, perceived usefulness of computer technology and attitude towards computer use to be significant determinants of actual use of computer technology. Results obtained employing multiple stepwise regression analysis revealed that: (1) pre-service teachers' pedagogical beliefs significantly influenced both perceived ease of use and perceived usefulness, (2) both perceived ease of use and perceived usefulness influence attitude towards computer use and attitude towards computer use significantly influences pre-service teachers' actual use of computers. However, statistically, perceived ease of use did not significantly influence perceived usefulness. The findings contribute to the literature by validating the TAM in the Ghanaian context and provide several prominent implications for the research and practice of technology integration development.