The technological acceptance of teachers in response to new changes and advances in the educational system is a key research challenge, with assessment being a significant area involved in this transformation. By examining three groups of pre-service teachers (Early Childhood Education, Primary Education, and a Double Degree program), this research provides a comparative analysis grounded in a modified version of the Technology Acceptance Model, which broadens the perceived usefulness of this technology into two specific constructs (formative and summative assessment), and which also introduces the subjective norm as an antecedent. 760 results were collected through a questionnaire administered to pre-service teachers from the three headquarters of the University of Salamanca in Ávila, Salamanca, and Zamora. The results show significant differences in the behavioral intention to use and in the perceived usefulness in formative assessment across the groups. Furthermore, the findings reveal a high rate of subjective norm despite no differences between the groups. These insights underscore the importance of addressing the specific needs and perceptions of the different pre-service teachers to effectively integrate mobile technology into education by adapting the initial training programmes to each of the needs of future teachers, depending on the educational level at which they will be involved.