A number of policies, missions and programmes have been initiated to facilitate e-learning enabled by information and communication technologies (ICTs) over recent years both by central as well as state governments in order to enhance effectiveness of teaching-learning process. However, tangible outcomes of such initiatives have been limited so far due to a number of factors especially in government institutions. While in some cases the core reason has been availability, accessibility, adequacy and quality of ICT tools, in many cases intention to use such technologies by teachers has been found conspicuous by its absence. The present paper uses the theoretical framework of the Technology Acceptance Model (TAM) to deduce relevant lessons. The objective is not to deliberate on the nuances of the model but simply to pick out a few relevant constructs in light of the author’s own experience of technology adoption in the context of schools and colleges of Himachal Pradesh. After briefly outlining the key tenets of TAM, the paper articulates the rationale for adopting this model and finally discusses key lessons for increasing acceptance of such technologies among educational stakeholders. Since COVID 19 has already created a rationale for adopting technology-enabled learning methodologies, the recommendations of this paper are likely to improve the efficacy and effectiveness of current and future initiatives.