The purpose of this research study was to understand high school teachers' acceptance and use of Canvas Learning Management System (LMS) (Canvas, 2011) in a large public school district. Teachers are the keystone species within the educational environment, and as such, are critical for the successful integration of technology in the classroom (Davis, Eickelmann, & Zaka, 2013). Therefore, in order to facilitate teacher's acceptance and use of technology for instructional purposes, those factors that influence or prevent use need to be understood. This study used a revised Technology Acceptance Model (Fathema, Shannon, & Ross, 2015) to determine those factors that affect teachers' actual informational and communicational use of the Canvas LMS (Canvas, 2011). This mixed methods study used a survey and interview to answer three research questions concerning acceptance, use, and departmental influence on the use of Canvas LMS. The survey data were analyzed with Exploratory Factor Analysis (EFA) and Structural Equation Modeling (SEM) in order to produce two explanatory models to address the three research questions. The semi-structured interviews were conducted with 16 teachers from one high school in a large public school district. The interview questions were transcribed, coded, and themed in order to answer research questions two and three. The analysis of the survey and interview data found that teachers were more likely to use informational rather than communicational features in Canvas. Communicational use differences were more evident than informational use among the four core subject areas, with mathematics using these features the least. For both models of survey data, the quality of the Canvas system was an influence on teacher use. The influence of teacher intent was contradictory between the two models. The findings from this study can be used to inform stakeholders of factors that influence high school teachers Canvas use, and recommendations to improve integration in the future.


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Graduation Date





Butler, Malcolm


Doctor of Education (Ed.D.)


College of Community Innovation and Education


Learning Sciences and Educational Research

Degree Program

Curriculum and Instruction









Release Date

August 2024

Length of Campus-only Access

5 years

Access Status

Doctoral Dissertation (Campus-only Access)

Restricted to the UCF community until August 2024; it will then be open access.