摘要：The purpose of this study was to evaluate the implementation of ICT policies in
investigating o Behavioral Intention (BI) and Use Behavior (UB) factors by
employing experience and workload of teachers as moderator. The identified
factors were Use Expectancy (UE), Social Influence (SI), Facilitating Conditions
(FC) and Teacher Efficacy (TE). Experience and workload are defined as
moderator variables, and integrated into the study model. The data were collected
through a questionnaire among 720 teachers in Malaysia. The findings showed UE,
SI, FC, and TE were significant factors affecting BI and UB. The findings of
empirical analysis also revealed that experience factors moderate the relationship
between FC and UB. Meanwhile, workload factors moderate (1) UE and BI
relationships, and (2) TE and BI relationships. This study also provided positive
implications for efforts to promote learning practices using a blended learning
approach through constructive guidance to policymakers and planning for
professional development of teaching.
