The present study focuses on highlighting the extent to which the TAM is applicable. A random sample consisting of 6480 teachers was randomly selected for the study. For data collection, the author used a questionnaire, which was derived from relevant literature. The employment of Data Show Projectors in teaching Mathematics is influenced by a variety of factors, which chiefly include what is known as computer anxiety (abbreviated as CA). The study shows that CA has a negative effect on PE. Moreover, results of the study also show that there is a positive correlation between actual use (abbreviated as AU) and intention to use (abbreviated as IU). However, results show that perceived usefulness (abbreviated as PU) is not significantly correlated with IU. This means that teachers are more interested in how easy the use of projectors is to them, as opposed to the extent to which it is useful in their work. The study proposes an expansion of the TAM model that takes into consideration the contexts of AU, IU, PU, PE, and CA. Findings show that the proposed TAM model expansion shows positive correlations with AU, IU, PU, PE, and CA. The expanded model shows success in achieving the research objectives. The present study is a contribution to the research efforts for supporting the adoption of projectors in mathematics classes.
