Today, few people would dispute that computer-based technology plays a significant role in student learning. With some technological encouragement and know-how, a classroom setting can be transformed into an effective creative tool. Further, music teachers are more likely to embrace such technologies when they align with their existing practices, beliefs, and teaching goals. The music technology discussed in this study are typically free or affordable software, and can be found on mobile devices, tablets, laptops, or computers in developed nations. While research has followed the rapid development in music technology in education and focused on students' perceptions, Hong Kong lacks current, relevant research. The motivation of teachers to incorporate music technology is less explored. Therefore, this study investigates music teachers’ utilization of technology within tablet ensembles.This study focuses on one of the five sub-theories of Self-determination theory, the basic psychological needs theory (BPNT). Based on extensive empirical research, BPNT is widely applied to musical education, including studio instrumental education, conservatoire practice, distance music learning, and high school music education.This research used multiple case studies. With a purposive sampling method, we selected three enthusiastic teachers who showed high levels of enjoyment and excitement when using a new tablet-based orchestra (“e-Orch”) were selected as participants. The results revealed that the teachers had autonomy to incorporate e-Orch into their teaching without pressuring students to compete. All teachers successfully implemented e-Orch according to their schools’ expectations. The use of e-Orch showcased the teachers’ adaptive teaching styles and the importance of peer support. Formal training in IT, technical support, problem-solving skills, and a willingness to embrace new teaching methods were identified as key factors for the successful adoption of e-Orch. Using participant responses, we developed a model of teacher motivation which incorporates three stages of development reflecting different levels of motivation: (1) Importance of autonomy; (2) Manifestations of teaching orientation and colleague relatedness; (3) The TPACK Model and teachers’ digital competencies.Due to Hong Kong's cultural diversity, students learn Western instruments, non-Western instruments, and even digital musical instrument. A few teachers in Hong Kong have started integrating acoustic instruments, such as the Chinese instrument Zhongruan, into e-Orch for students interested in acoustic instruments. Multicultural music educators may find this study interesting and other countries facing similar challenges may benefit.