This study explores the relationship between factors related to the implementation of school reform in technology and variables related to students' acceptance of technology, in particular, of tablets. In order to do this, 2659 students in 208 schools were surveyed using an instrument developed according to the unified theory of acceptance and use of technology. Additionally, the school reform process was assessed using the UNESCO matrix of school reform in technology. From this data, a multilevel mixed model was tested. Results showed that management and planning had positive effects on use intention and performance expectancy. Information and communication technologies (ICTs) in curricular design had negative effects on the same variables. Teachers' professional development had no effects in any of the analyses. Infrastructure had negative effects on use intention and social influence, and positive effects on students' self-efficacy. This study shows using robust quantitative methods and a large sample size that school reform in ICTs is a complex process that cannot be reduced to the provision of infrastructure.