Information and Communication Technology (ICT) is yet to penetrate Zimbabwean schools. However, several programs in 2009 and 2011 tried to promote the teaching and learning of science and mathematics in schools through new technologies. Based on the Technology Acceptance Model (TAM), the study aims to assess the effect of technology self-efficacy and prior ICT experience on Zimbabwean in-service science teachers' acceptance of digital videos in science education as required by the demands of the updated curriculum. Quantitative analysis was used to gather data from sixty-three Zimbabwean in-service science teachers. The study has shown a positive effect on the perceptions of the TAM on both technology self-efficacy and prior ICT experience. The study recommends teacher training in the use of ICT, particularly digital videos for the effective teaching and learning process.