The application of digital technology in music education has brought about changes to some extent in teaching concepts and ways for teachers of Western orchestral instruments, thus giving rise to new requirements for professional qualities of teachers of Western orchestral instruments. However, the theory research on the use of technology by teachers of the Orchestra is scarce. A conceptual framework for explaining the relationship between orchestral teachers' technology adoption and innovative professional behaviour. By drawing on the Technology Acceptance Model, teacher innovative behaviour theory and organisational learning perspective, this study integrates recent literature to propose that perceived usefulness and perceived ease of use serve as essential antecedents of innovation-oriented teaching practice. The framework expands the application of Technology Acceptance Research in a special scenario for music education and provides theoretical support for subsequent empirical studies. The study also provides some ideas for the professional development of teachers to promote innovation in orchestral teaching.