Modern zoological gardens have invested substantial resources in technology to deliver environmental education concepts to visitors. Investment in these media reflects a currently unsubstantiated belief that visitors will both use and learn from these media alongside more traditional and less costly displays. This paper proposes a model that identifies key factors theorized to influence the likelihood of visitors engaging in technology-delivered media. Using data from two case studies of large National Science Foundation-funded projects in zoos, the authors argue key factors in predicting visitors' technology use in zoos include: intrinsic and extrinsic variables (e.g. learning preference and age), perceived usefulness, perceived ease of use, attraction to technology, intent to use, initial use, and continued use. Future research examining the model components and their effectiveness for predicting use is needed, as well as research comparing the specific learning outcomes from experiences facilitated by technology with learning outcomes from more traditional interpretive techniques. (Contains 2 figures.)