Digital technologies, such as wearables, offer immense potential for active and enhanced interactive, collaborative, and immersive learning. Wearable technologies are digital devices that can be worn on or near the human body as accessories or clothing. Interest and innovativeness in the educational use of such technologies depend on teacher attitudes, and a significant challenge for education and technology research is examining the factors that relate to these attitudes. The aim of this study is to examine the determinants of teacher attitudes toward wearables and their influence on personal innovativeness in the use of wearable technology. The study involves a cross-sectional survey of 346 physical education teachers. Using partial least squared structural equation modeling, the study provides new analytical insights into affectiveness, teacher beliefs, and perceived mattering, as a triad of determining factors for teacher attitudes and personal innovativeness in wearable technology use. Results reflect the need for institutional initiatives to foster positive attitudes and perceptions toward wearables and for teacher upskilling through training and development in innovative use of digital technologies.