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The present study undertook a multilevel analysison how school administrators’ view of the diffusion ofadopting technologies in instruction at school level affectedteachers’ acceptance of the use of these technologies in actualteaching, which, hypothetically, in turn influences students’learning effectiveness. Thirteen Taiwanese high schools withhospitality programmes were surveyed using two theoreticalframeworks: diffusion of innovation theory (DOI) and theunified theory of acceptance and use of technology. A seriesof stepwise multiple regressions were administered, and theresults showed that among the variables of DOI within aschool, only efforts of promotion was significant for theannual budget allocated to innovative technology-basedinstruction; this effect was negative. With regard to teachers’adoption of technology, effort expectancy was significantlylinked to behavioural intention, which also affected actual useof technology in instruction. Students’ motivation and self-efficacy were both significant for learning effectiveness. Interms of multilevel moderations, school’s budget allocated toinnovative technology-based instruction was found to sig-nificantly influence the variables of facilitating condition andbehavioural intention at teacher level, which had no moder-ating effect on students’ learning