Despite the popularity of Web 2.0 technologies and their educational benefits in the 21st century classroom environment, their use for teaching and learning purposes is still very limited. This study extended the technology acceptance model (TAM) to empirically examine factors that determine Ghanaian geography student teachers' acceptance of Web 2.0 technologies for pedagogical purpose. A self-reported questionnaire administered to 300 student teachers in two universities in Ghana out of which 254 responded. The results from the stepwise multiple regression analysis showed that technological complexity, perceived usefulness and attitude towards use had a significant direct effect on intention to use Web 2.0 technologies. However, social influence which is an exogenous factor had the strongest influence on the student teachers' intention to use the Web 2.0 technologies than the two key original TAM constructs. Contrary to the original technology acceptance model, statistically, perceived ease of use had no significant influence on perceived usefulness. The findings are intended to provide insights to policy makers about how to design preservice teacher education programmes that address the demands of teaching and learning with Web 2.0 technologies in Ghana in particular and developing world context in general.

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