Over the years, governments have invested in the implementation of information and communications technology within the education sector. The adoption and use of technology, particularly in developing countries, has been intended to assist academics in their teaching, thereby enhancing the quality of education. However, when deploying technology, the effective implementation and use of technology is dependent on various factors which must be taken into consideration. This study is focused on the identification of such factors and their relationship for the determination of user acceptance and use of technology in secondary schools in Mozambique. Factors related to performance expectancy, effort expectancy, social influence, and facilitating conditions, are examined using the Unified Theory of Acceptance and Use of Technology (UTAUT) model. The findings reveal that the while the availability of facilitating conditions and the perceived ease of use are necessary conditions, additional factors are necessary for the effective use of technology in Mozambican schools.

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