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Guided by Rogers’ Diffusion of Innovation Theory, it examines teachers’ IWB usage and the features that shape their adoption decisions: relative advantages, compatibility, simplicity, trialability, and observability. Using a qualitative case study approach, data were collected via semi-structured interviews, document reviews, and participatory observations. Findings link adoption extent to perceptions of the five attributes and show a shift toward dialogue, open resources, and group work, recommending stronger training workshops for IWB integration.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/using-the-diffusion-of-innovation-theory-to-explain-the-degree-of-english-teachers-adoption-of-interactive-whiteboards-in-the-modern-systems-school-in-jordan-a-case-study/599746/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/using-the-diffusion-of-innovation-theory-to-explain-the-degree-of-english-teachers-adoption-of-interactive-whiteboards-in-the-modern-systems-school-in-jordan-a-case-study/599746.png","ImageObject",300,407,{"name":92,"@type":93},"PakDamar76","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What theory guided the study on IWB adoption?","Question",{"text":112,"@type":113},"The study used Rogers’ Diffusion of Innovation Theory (2003) to frame how teachers decide to adopt interactive whiteboards.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was data collected in this qualitative case study?",{"text":117,"@type":113},"Data were collected through semi-structured interviews, document reviews, and participatory observations.",{"name":119,"@type":110,"acceptedAnswer":120},"Which attributes influenced teachers’ extent of IWB use?",{"text":121,"@type":113},"Teachers’ IWB use was linked to their perceptions of relative advantages, compatibility, simplicity, trialability, and observability.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599746,1792165010,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Using the Diffusion of Innovation Theory to Explain the Degree of English Teachers’ Adoption of Interactive Whiteboards in the Modern Systems School in Jordan: A Case Study  \nMustafa Jwaifell & Al-Mothana Gasaymeh  \nAl-Hussein Bin Talal University, Jordan  \nAbstract  \nThis 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.  \nRogers' (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, andobservability. 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.  \nKeywords: Interactive white board; IWB; Diffusion of innovation theory; ICT tools; English teachers; Instructional technology.  \nIntroduction  \nIn the current time, the technology plays a crucial role in teaching and learning. However,\"Technology alone is not the remedy to a quality education system rather that technology is useful relative to its need in achieving a learning outcome\" (Kervin, Varenikina, Wrona, & Jones, 2010, p.10 ) In educational process and instructional design, new technology should be employed in an effective way with a meaningful pedagogical role rather than just content’s transmitter. E-learning has become an important methodology that is integrated in teaching and learning process in order to enhance the quality of education (Hussein, 2011) .  \nOne of the essential technologies that enhance e-learning in the classroom is the interactive white board (IWB), which can be considered as an effective tool that is used to display the content using multimedia. IWB enables the teacher to control the screen and the computer using a finger, pen, or any other tool (Gruber, 2011) . By using IWB, teachers can highlight, enhance, and save educational contents along with documenting student suggestions that can be used to enhance teachers’ practice, collaborative learning, and interactive training (Essig, 2011) . There is a growing understanding of the requirement to align the use of technologies with proper pedagogy, particularly with the advancement of the current technologies such as IWBs within university and college settings (Miller, Glover, Averis, & Door, 2005) . Teachers use  \nIWBs for different reasons. These include retaining students' attention, explaining complex concepts, facilitating teaching process, and increasing fruitful interaction among students and teachers (Jang & Tsai, 2012) .  \nIWBs are purchased and used extensively by educational institutions all over the world. In Jordan, most of the IWBs can be found in prestigious schools, where private schools make IWBs available as a part of their prestige and image to attract more students. The question arises whether this innovation is used to improve the quality of instruction or just for the purpose of advertising. This question can be answered by examining teachers' adoption of IWBs through the lens of diffusion of innovation theory suggested by Rogers (2003) .  \nBackground of the Study  \nSignificant funds have been invested by Ministry of Education in Jordan to purchase new Information Communication Technologies (ICT), where there are governmental interest to integrate ICTs into the educational process. Lik","cbCaipOmlzOYF1n9","https://ap.wps.com/l/cbCaipOmlzOYF1n9","pdf",578475,12,"English","# Introduction\n# Background of the Study\n# Interactive White Boards","[{\"question\":\"What theory guided the study on IWB adoption?\",\"answer\":\"The study used Rogers’ Diffusion of Innovation Theory (2003) to frame how teachers decide to adopt interactive whiteboards.\"},{\"question\":\"How was data collected in this qualitative case study?\",\"answer\":\"Data were collected through semi-structured interviews, document reviews, and participatory observations.\"},{\"question\":\"Which attributes influenced teachers’ extent of IWB use?\",\"answer\":\"Teachers’ IWB use was linked to their perceptions of relative advantages, compatibility, simplicity, trialability, and observability.\"}]","Using the Diffusion of Innovation Theory to Explain the Degree of English Teachers’ Adoption of Interactive Whiteboards in the Modern Systems School in Jordan - A Case Study | PDF",1792089359]