lnstructional technology has attracted to improve the performance of the learning. This study attemps to focuse on two primary objectives. The first is to explore the use of Instructional technology in science teaching. The second is to examine the applicability of the extended TAM which included three exogenous enjoyment, and test the influence of these variable on primary science teachers' intention to use (IU) Instructional technologies and their actual use of the technologies. Drawn from a stratified random sample, the respondents have been 430 Science teachers (205 males and 225 females). The results from the Structural Equation Modeling (SEM) analysis confirmed the influence of the original TAM constructs (PU and PEU) on science teachers' intention and actual use of Instructional technologies, and established the effects of enjoyment on the latter variable. Enjoyment have been found to be positively correlated with perceived usefulness. The results also demonstrated the success of the extended TAM in explaining science teachers' intention and actual use of Instructional technologies, and are useful for the training of science teachers in Saudi schools and to the Ministry's decision-making in the dissemination of the said technologies in Medina primary schools.
