The purposes of this study are to investigate the attitudes and perceptions of teachers toward the adoption of and intention to use Smart Education, to examine empirically the relationship between intention to use Smart Education and the consequential effect factors, and to obtain measures for revitalizing Smart Education. In order to accomplish all these, we suggested an expanded model based on a model for the theory of reasoned action. The results of the study are as follows. Firstly, attitude, subjective norms, teacher efficacy, resistance to class, and organizational citizenship behavior, respectively, affect intention for using Smart Education. Also, educational value and teacher efficacy have an impact on the attitude; furthermore, the burden for class and organization citizenship behavior affected the teacher efficacy. Secondly, the following were seen to have a high path coefficient: the elementary school teachers in H1 (Attitude [right arrow] Intention to use), H3 (Teacher efficacy [right arrow] Intention to use), H4 (Resistance to class [right arrow] Intention to use), H6 (Educational value [right arrow] Attitude), H8 (Teacher efficacy [right arrow] Resistance to class); and the secondary school teachers in H2 (Subjective norms [right arrow] Intention to use), H5 (Organization citizenship behavior [right arrow] Intention to use), H7 (Teacher efficacy [right arrow] Attitude), and H9 (Teacher efficacy [right arrow] Organization citizenship behavior). And through these results, the factors for introducing and promoting Smart Education and its invigoration measures were presented. (Contains 3 figures and 6 tables.)