The adoption of technology in educational settings remains a multifaceted challenge. This dissertation explores teachers' beliefs, perceptions, and attitudes regarding the impact of technology on students. There were two research questions related to the research problem. Research question one stated: To what extent do the factors of technology acceptance (performance expectancy, effort expectancy, social influence, and facilitating conditions), combined, predict behavioral intention to use technology? Results indicated that the model was significant (F (4,110) = 20.385, p = 0.001). The second research question asked: To what extent do the factors of technology acceptance (performance expectancy, effort expectancy, social influence, and facilitating conditions), individually, predict behavioral intention to use technology? The results indicated that only effort expectancy was a significant predictor of behavioral intent to use technology ([beta] =0.491, p = 0.001) in the presence of the other predictors. The integration of technology in classrooms presents a transformative opportunity for educators, school leaders, and policymakers to revolutionize assessment strategies. By aligning assessment methods with the evolving technological landscape, we can create a more dynamic and responsive educational system. Moreover, these approaches have the potential to expand the use of the Technology Acceptance Model and Unified Theory of Acceptance and Use of Technology theories in classrooms, which argues that user intentions are based on perceptions of the usefulness of the technology and the ease of its use. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]