This paper advances the literature on technology use in educational settings by analyzing the antecedents and an outcome of technology use. The study investigates the role of "form of technology," which is defined here as the location of use (e.g., inside or outside the classroom) and the type of use (e.g., active or passive). The technology acceptance model is discussed and tested through a pooled sample with the data analyzed using partial least squares regression. "Form of technology" was found to moderate the relationship between the intention to use technology and the actual use of technology. Further, the students' perceived value of utility determines the students' attitude toward course technologies. However, the students' perceived ease of use did not determine the students' attitude. Finally, students' of course technology has a positive relationship with the measured learning outcome. Because form of technology serves as a moderator, instructors should take it into consideration when designing a course. (Contains 1 figure and 2 tables.)