After the evaluation of numerous technology integration programs in school districts and universities, it is recognized that the existence of technology does not guarantee its utilization in the classroom environment. Although many models and theories have tried to explain the contributing factors in technology acceptance, most of the models and theories have focused on technology-related factors. This study focused on educational ideology, a factor not related to technology that also affects decisions in terms of educational applications. Based on the literature review, we hypothesized a new model of technology acceptance which includes educational ideology as an external factor. We attempted to create a model that was compatible with our hypothesized model by collecting data from surveys completed by 320 pre-service teachers. Structural Equation Modeling was employed to create the path analytic model. The variables used in the path analytic model were the components of the original Technology Acceptance Model and six different educational ideologies. The results showed that the new model was consistent with the hypothesized model. Therefore, the results illustrate that different educational ideologies may have different effects on teachers' technology acceptance. (Contains 3 figures and 5 tables.)