ABSTRACT
Years of research on information and communications technology adoption in educational institutions have revealed a patterned hierarchy of institutional focus: Hardware and device acquisition get the lion's share of attention, software acquisition follows, and user buy-in and training lag behind. So it has been with digital interactive whiteboards (IWBs), a category of classroom devices that includes smartboards and large digital touchscreens. These devices enable a variety of useful classroom functions in English language teaching. The primary reason for underutilization of the IWB related to facilitating conditions: "the degree to which an individual believes that an organizational and technical infrastructure exists to support use of the system". Another reason for IWB underutilization was performance expectancy: "the degree to which an individual believes that using the system will help him or her to attain gains in job performance". The IWB languished in a lecture room for use as a simple computer screen.
