Moodle also known as Learning Management System is freely available to educators. Universiti Utara Malaysia (UUM) encourages students and instructors to utilize the teaching and learning process. Moodle enables lecturer to create sequences and facilitate activities for their students, auto-marked online quizzes and exams, navigation tools, files download, grading, student progress tracking, online calendar, etc. This paper investigated the relationships between the constructs that may influence preservice teachers' acceptance of Learning Zone (Moodle) in their learning process and assessing the influence of variation on performance expectancy, effort expectancy, social influence, facilitating conditions, hedonic motivation, and the habit to the behavioral intention or intention of usage. The Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) is verified and found that the regression model revealed 29.5% of the variance in student's intentions with facilitating conditions and hedonic expectancy are considerable predictors of the behavioral intention. Based on this, recommendations for prospect research in the application of UTAUT2 are discussed.

The application of a learning management system (LMS) Moodle is learning and teaching platform in Universiti Utara Malaysia. To examine the level of acceptance of this technology, the UTAUT (Unified theory of acceptance and use of technology) Model is used to infer individual students' technology acceptance by explaining the variants in Behavior Intention (BI). This study is conducted on 65 postgraduate students pursuing their study at UUM. The students are all studying the same course and they are exposed to the application of LMS known as 'Moodle UUM Learning Zone'. A set of questionnaire, in the UTAUT Model which is developed by Venkatesh et al. (2003), is used to collect data which is then descriptively analyzed by using IBM SPSS Statistics Version 20 and SmartPLS 2.0. The findings of the study found that Performance Expectancy (PE) (β=0.418, p<0.01), Social Influence (SI) (β=0.238, p<0.01) and Facilitating Conditions (FC) (β=0.120, p<0.01) have positive influence towards 'Behavioral Intention' (BI). The value R 2 = 0.520 showed that 52.0% of the variants in the application of Learning zone can be explained by Behavioral Intention (BI). Consequently, the result related to moderator influence in terms of gender showed that all the four UTAUT Model constructs failed to reject HO5. The results also showed that moderator influence in terms of gender with PE, EE, SI and FC does not have significant positive influence towards BI. The findings of this study which are hoped to help encourage instructors and students to use this technology in their learning and teaching processes, have proven that LMS 'Moodle' is beneficial and effective for learning and teaching processes.

The purpose of this study is to seek the acceptance level of Smart Board among teachers in schools based on the construct presented by the UTAUT Model (Venkatesh et al., 2003). 68 questionnaires were distributed to respondents who are teachers in five schools in the Besut District. These schools are among the many schools that are provided with Snmart Boards by the Terengganu government. The questionnaire consists of 4 items on demography, 19 items related to the usage of Smart Boards which uses the Likert Scale. The respondents were teachers who are familiar with using the Smart Boards. The data was analysed using SPSS to get the descriptive statistics and SmartPLS to find the coefficient correlation. The findings showed that there is positive significant influence between the Performance Expectancy factor (β=0.569, p<0.01) and the Facilitating Conditions factor (β=0.295, p<0.01) towards Behavioural Intention with the value of R 2 =0.72. Both the Performance Expectancy and the Facilitating Conditions factors showed that 72% of the teachers have Behavioural Intention to use the Smart Board during their teaching and learning process. Further study on the acceptance of Smart Board either among the teachers or students are vital because there are not many study has been and this technology is still new in Malaysian schools.

This study aims to identify the effect of Principals' Technology Leadership on Teachers' Technology Integration in Malaysian secondary schools. This is a crosssectional survey where systematic random sampling was carried out to select 47 principals and 375 teachers from National Secondary Schools in the northern region of Kedah, Malaysia. Two questionnaires were used: Principals Technology Leadership Assessment (PTLA), which is based on the International Society for Technology in Education (ISTE)-Standards for Administrators (2014) was administered to principals, while the Learning with ICT: Measuring ICT Use in the Curriculum Instrument was administered to the teachers from the same schools as the principals. Descriptive analysis was carried out using SPSS Version 25, and SmartPLS was used for inferential analysis. Although the findings showed that the levels of Technology Leadership; the five constructs of ISTE (2014), and Teachers' Technology Integration were at high levels but, there was no significant relationship between Principals' Technology Leadership and Teachers' Technology Integration in the selected schools in the northern region of Kedah. Principals' preparatory programmes should emphasize leadership based on technology to enhance the integration of technology in classrooms. Further research on professional development for principals' is recommended.

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