Abstract
Background: The rapid spread of COVID-19 forced many countries to adopt severe containment measures, transferring all didactic activities into virtual environments. However, the integration of technology in teaching may present difficulties, especially in some countries, such as Italy. The present study analyzed how the two main factors of the Technology Acceptance Model (TAM), namely perceived usefulness and perceived ease of use, combined with online teaching self-efficacy, were associated with the intention to use technology to teach. We posited a moderated moderation model in which perceived usefulness represented the main predictor, with self-efficacy and perceived ease of use as moderators of intentions to use technology to teach. Method: The model was tested through multiple regressions, using the PROCESS macro on SPSS 26 with a sample of 178 upper secondary school teachers in Italy. Results: Regressions showed that each variable significantly predicted the intention to use technology. In addition, a moderation effect of self-efficacy on the perceived usefulness of using technology was found for medium and high-level perceived ease of use of technology. Conclusions: The present study provided targeted implications for distance education policy and practice to promote its adoption (or the blended modality) in Italian upper schools.