Accountability for computer technology expenditures is a hot issue at the national educational level. Justification for this expenditures is being question by many people, as well as the effects of technology have a positive impact on student achievement. Despite the availability of technology, individual classroom teachers tend to avoid the use of computer-based technologies(Rogers, 2000). Knezek, Christensen, Hancock, and Shoho (2000) tried to find out if technology investment can contribute to student achievement using a model for integrating technology into the classroom. The model contains three indicators of teacher attributes in the areas of will, skill, and technology. Two teacher self-report measures of technology integration are used as outcome measures for the level of technology infusion into the classroom. The model was started from the hypothesis for technology integration to have a positive impact on student achievement. In the model Knezek, et al.(2000) focused on only the teacher without thinking of the relation of student and learning environment for technology integration into the classroom. According to Rogers(2000), Krysa(1998), Duttweiler(1983), and Maddux(1998), there are many barriers from external and internal sources to technology adoption. Then Knezek et al(2000) do not consider these obstacle's elements to integrate technology into the classroom. The purpose of this article is to examine a synthesized model for integrating technology into the classroom through previous research from Knezek et al.(2000) and Rogers(2000). The model started from the research of Knezek et al. (2000) has formulated a model with three key elements to be necessary components for effective integration of technology into the teaching/learning environment of the classroom. The model also is based on research studies on barriers to technology adoption(Rogers, 2000; Krysa, 1998; Duttweiler, 1983; Maddux, 1998). There are four characteristics in the new model. First, the model is presented along with considering that not only the teacher, but also the student and educational environment of a computer technology classroom can contribute to student achievement. Second, the model includes three basic elements of relation with integration of technology: teacher and student attitude(will), skills of technology competency, and access hours to technology. Third, the model can be a way to overcome the barriers of computer technology into the classroom. Finally, the model also showed the assessment possibility of stages of adoption of computer technology into the classroom. However, the model has to be warranted further testing in additional studies. One important aspect contentiously identified is the predictability of student achievement based on the level of technology integration. Other important aspects to be tested are the predictability of classroom technology integration based on teacher and student measures of will, skill, and access to technology. The other important aspect is how to measure five key elements of technology in the learning environment: social and political views, technical support, education, budget, and quality/quantity of hardware and software. The three components operating as equal integral parts will result in a better overall student achievement.