Technology acceptance model (TAM) has been the predominant model for decades to explain how and to what extent motivational factors affect technology use of people. Despite its robustness and validity for the research in educational technologies, TAM has a behaviorist nature, focusing mainly on extrinsic motivators to explain the acceptance of technology. Considering that learning requires cognitive and social immersion as well as behavioral engagement, behaviorist-oriented approach of TAM can only make limited explanation of acceptance of learning technologies. To overcome this shortcoming of TAM, a new model is proposed, the educational technology engagement model (ETEM), based upon the self-determination theory, which basically offers that both extrinsic and intrinsic motivational factors affect engagement of students for learning. ETEM identifies cognitive, social, and behavioral engagement along with the perceived achievement as motivational outcomes.