Abstract
This study aimed to explain the use of interactive whiteboards (IWBs) by English female teachers in Modern Systems School in Jordan. Viewed from the lens of Rogers' Diffusion of Innovation Theory, the study examined and reported teachers' use of IWB and its features that have impact on their decisions to adopt it in Modern Systems School . The study employed the qualitative case study approach. Data were collected through different ways such as semi-structured interviews, document reviews, and participatory observations. Rogers' (2003) diffusion of innovations theory was used to guide the investigation. The study concluded that the extent of teachers’ use of IWB is related to their perceptions of the five major attributes: Relative advantages, compatibility, simplicity, trialability, and observability. The regular use of IWB has shifted the teachers’ methodologies of teaching from traditional ways to using dialogues, open sources, and group work. The study finally recommended giving more attention to training workshops regarding how to integrate IWB into the educational process.
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