Abstract:
The trend of Interactive Whiteboard (IWB) adoption outstandingly boomed in Lebanon between 2011 and 2018 when two hundred twelve IWBs were distributed among public schools in Lebanon. Research provides evidence that IWB use in classrooms enhances student engagement, participation, motivation and retention as well as supports a variety of learning styles. Although several studies examined teachers’ attitudes toward using the IWB in the western countries, very few were carried out in the Arab world. Based on the Unified Theory of Acceptance and Use of Technology (UTAUT), this study used an online survey with Biology teachers at Lebanese public schools to understand the factors that may affect their Behavioral Intention (BI) towards the use and acceptance of IWB in their teaching practices. Additionally, interviews were carried out with seven teachers to validate the survey findings and provide participants the opportunity to comment on their experience in their own words. Results reveal a significant correlation between UTAUT determinants and behavioral intention. However, only teaching performance expectancy (TPE) and voluntariness of use (VOU) were shown to positively impact BI, independent of other factors. Additionally, although demographics were not found to directly influence BI, age has an indirect impact on BI through UTAUT determinants (learning performance expectancy (LPE), social influence (SI), effort expectancy (EE), and VOU). Also, the number of IWBs in schools affects VOU and thus indirectly impacts BI. The average VOU score was shown to decrease as the number of IWB in schools increases. Qualitative results demonstrated teachers’ belief in the effectiveness of IWB in teaching and learning and whether or not they intend to use it. Indeed, several factors were shown to hinder teachers’ use of the IWB, like technical issues, need for time, effort, and training as well as scarcity of IWBs in the school.
