Digital technologies promote active, interactive, collaborative, and immersive learning but the challenge of how to prepare teachers effectively for digital technology utilisation in the instructional process remains a pertinent problem for education institutions. Guided by task-technology fit theory, this research delves into technology use by teachers and argues that efficacy of utilisation is contingent on technology compatibility with teachers' tasks. Using the context of wearable technology, this research examines the links between task-technology fit, teaching innovativeness, and teacher readiness to use wearables in teaching. 346 survey responses from physical education teachers in Kuwait were analysed using partial least squares structural equation modelling. The analysis evaluates hypothesised relationships and considers the roles of task and technology characteristics, information and communication technology proficiency, and attitudes towards co-creation. The survey results suggest that there is a strong correlation between task-technology fit, teaching innovativeness, and teacher readiness. Furthermore, the results provide empirical evidence that task and technology characteristics positively relate to task-technology fit, while technology proficiency and attitudes towards co-creation positively relate to teaching innovativeness. The findings carry theoretical implications related to factors influencing task-technology fit and its relationship with teaching innovativeness. In practical terms, the findings advise supporting teachers' digital skills and integrating fit considerations into education technology selection. Overall, this study provides added value to theory by positing that teacher readiness can be explained by both task-technology fit and teacher innovativeness. This readiness context changes the dynamics of constructs within task-technology fit theory -- creating a stronger relationship between technology characteristics and task-technology fit.