Abstract

As the cost decreases and their features expand, smartphones garner significant interest among researchers as potential educational tools. Teachers are considered an essential factor in the trend of the use of smartphones in classrooms. However, no study mentioned the factors influencing the acceptance of smartphones among Vietnamese in-service mathematics teachers. This study investigates these factors using an expanded version framework of the technology acceptance model (TAM). The study examined the correlations between three original variables, including perceived usefulness, perceived ease of use, and behavioral intention, and six different variables, including innovativeness, enjoyment, facilitating conditions, social influence, self-efficacy, and perceived mobility. Data was collected from 440 in-service secondary school mathematics teachers, using a self-reported questionnaire. The model was tested utilizing a structural equation modeling (SEM) approach. The results reconfirmed the original TAM and indicated the effect of perceived ease of use, innovativeness, enjoyment, and social influence on behavioral intention to use smartphones in teaching. Additionally, self-efficacy and facilitating conditions emerged as determinants of perceived ease of use, and perceived mobility significantly affected perceived usefulness. Based on these results, recommendations include requirements for designing educational apps, designing teacher training programs, establishing teacher communities, enhancing media influence, and enacting policies to diffuse the potentiality of smartphones in mathematics instruction.