This study investigates the relationship between smart classroom technology integration and teaching effectiveness among university lecturers in Ogun State, Nigeria. The Technology Acceptance Model (TAM) provided the theoretical lens guiding the study, though TAM constructs (perceived usefulness, perceived ease of use, and behavioural intention) were not directly measured; instead, the study examined self-reported teaching outcome variables informed by TAM reasoning. Using a cross-sectional survey design, data were collected from 95 lecturers in the Computer Science and Education departments at Babcock University and Olabisi Onabanjo University. The sample was determined using the Yamane formula (population N=124, 95% confidence level), with simple random sampling for distribution. The instrument demonstrated acceptable internal consistency (Cronbach's α = 0.751). Simple linear regression analyses revealed statistically significant positive associations between smart classroom adoption and two teaching effectiveness dimensions: classroom management (β = 0.559, SE = 0.120, p < 0.001, R² = 0.189) and student engagement strategies (β = 0.532, SE = 0.077, p < 0.001, R² = 0.339). While these cross-sectional findings suggest that technology-enhanced classrooms are associated with improved teaching practices, the design limits causal inference. The study's modest sample size (n = 95) and geographic specificity constrain generalizability to broader Nigerian higher education contexts. Future longitudinal and experimental research is needed to establish causal mechanisms and test implementation strategies across diverse institutional settings.