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The current study examines antecedents to teachers’ behavioral intentions to use smart technologies in Thailand based on the technology acceptance model. 825 primary school teachers participated in a survey consisting of 11 constructs: perceived usefulness, perceived ease of use, attitude towards use, behavioral intention, peer influence, cognitive feedback, cognitive teaching belief, computer self-efficacy, perceived enjoyment, perceived ubiquity value, and personal innovativeness. The results suggested the proposed research model had a good model fit. 67.5% of variance in Thai teachers’ behavioral intentions was significantly associated with attitude towards use, perceived ubiquity value, cognitive teaching belief, and personal innovativeness. Attitude towards using mobile technologies was significantly associated with perceived usefulness, perceived ease of use, perceived ubiquity value, and personal innovativeness. Perceived usefulness was significantly influenced by perceived ease of use, peer influence, cognitive teaching belief, and cognitive feedback. In addition, computer self-efficacy and perceived enjoyment significantly influenced Thai teachers’ perception of ease of use.

interactive learning environments

Teachers’ perception of the use of mobile technologies with smart applications to enhance students’ thinking skills: a study among primary school teachers in Thailand