This paper researches the technology acceptation of LMS by secondary school teachers, based on a conceptual acceptance model including: perceived usefulness, perceived ease of use and subjective norm (traditional TAM2 components), personal innovativeness towards IT (Agarwal & Prasad, 1998), internal ICT support (Tondeur, Van Keer, van Braak, & Valcke, 2008), and experience (Sun & Zhang, 2006). In addition, we examine how secondary school teachers use LMS. We scrutinized LMS functionalities available and used by our target group when adopting one of the three most often used LMS: Dokeos, Blackboard, and Smartschool (De Smet & Schellens, 2009). (more…)