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Modern technology offers an increasing number of tools for teaching mathematics, but technology adoption in schools encounters many barriers. The Technology Acceptance Model explains that technology usage is dependent on intentions, which rest on perceived ease of use and perceived usefulness. Less is known about the relationship between intentions and actual behavior. In the current study we show that the level of cognitive investment on the part of the teachers, captured by the construct of Need for Cognition (NC), is crucial in the use of technology in mathematical instruction, while controlling for a variety of background factors. Furthermore NC moderates the relationship between intentions and technology use, such that high NC weakens the relationship between the perceived usefulness of technology in pedagogy and its actual use.

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The main goal of the study was to compare investigatory responses towards novelty in 20 Wistar rats divided into two experimental groups (solitary exploration vs. exploration in pairsPlay and exploration are considered by ethologists and comparative psychologists as being closely related classes of behavior (Einon, 1983;Lorenz, 1982). Unfortunately the exact nature of that relationship still remains a mystery. The ultimate goal of studies on exploratory behavior is to recognize factors determining the ability of an organism to adequately react to environmental change. Recent theoretical proposal by Špinka, Newberry and Bekoff (2001) addresses the same goal in the realm of play behavior. Authors suggest that the function of play is to train an organism for the "unexpected" by increasing its ability to cope with environmental change. It contradicts the view, that the function of play is merely the development of species-typical adult behavior, e.g., agonistic, sexual or predatory behaviors. It is proposed, that play has a more global function. It is supposed to develop flexible emotional and kinematic responses to unexpected events. This process works in two inter-related ways. Playing results in creating a more diversified repertoire of behavior of an individual and secondly, increases emotional control in unexpected situations. Although authors quote some empirical evidence in support of their theory, they admit that many of specific hypothesis derived from it have not yet been verified. Providing more empirical evidence for them would be beneficial for studies of both exploratory and play behaviors, yet some preparation is needed beforehand.The aim of the present experiment is to establish a ground base for studies on environmental factors affecting exploration and play. The species selected for such studies must display high levels of those behaviors. A test created for such a purpose must meet several criteria. The testing arena should enable animals to display a wide range of behaviors in a maximally naturalistic setting achievable in a laboratory. The methodology must provide a possibility to observe investigatory response to environmental change and play behavior simultaneously. In the following sections we present arguments for selecting common laboratory rats as a species for such analysis, arguments for using tests of exploratory behavior under low-stress conditions as the methodology backbone and the possible effect of environmental change on investigatory responses and play in such experimental setting.In an evolutionary perspective both exploration and play seem to share an important feature. Intensity and complexity of both of them are positively correlated with behavioral plasticity and cognitive capabilities of an organism. The analysis of exploratory behavior can be traced back to simple, single cellular organisms, Pisula (2003a) provides extensive review of this subject, yet the most sophisticated and intensive exploration can be observed in primates