Acceptance and Use of Interactive Whiteboards in Schools: The Teachers' Point of View.

While information technology in general offers potential to improve learning and teaching processes, interactive whiteboards (IWBs) as a specific technology can increase flexibility, efficiency, interactivity, and motivation in classroom settings. Despite substantial investments, many teachers are reluctant to use IWBs. Insights from previous research to explain this reluctance are limited since the voluntary nature of teachers’ decision to use IWBs has been disregarded so far. To overcome this shortcoming, we rely on different theories concerning technology acceptance to develop and test a research model that advances the understanding of factors that contribute to teachers’ behavioral intention and use behavior regarding IWBs. Our study reveals hedonic motivation, habit, social influence, and compatibility as important factors. While we discuss contributions of our work such as the general role of hedonic motivation and habit in voluntary contexts of technology acceptance research, we also offer implications that schools should consider for successful IWB adoption.