This study aims to examine the cultural-historical factors of educational actors in utilizing video-based educational technology media in learning. The research subject was the acceptance of instructional video technology, in this case, students and teachers. To examine the differences in the acceptance of educational technology, the researcher uses the CHAT theory, namely, the difference in acceptance of this technology is motivated by several cultural and historical factors of the subject that may have influenced it, and is influencing changes and new knowledge structures in the integration of educational technology. This study used a descriptive qualitative approach with a case study method.The results showed that the historical social factors of students and teachers in the integration of video technology in learning were very important, with the finding that the ability to master information and communication techniques, both skills and competence in information technology, was able to implement video in learning, and the subsequent finding that the social background of educational subjects the upper-middle class is more capable of integrating video technology media than subjects from the lower classes.