Differences between prospective, existing, and former users of interactive whiteboards on external factors affecting their adoption, usage and abandonment

An introduction of an innovative technology such as interactive whiteboard (IWB) in classrooms offers new opportunities for improving educational practices. Every new educational technology has to be adopted by teachers that have to adapt it in a creative way in order to fully utilize IWB's potential in instructions. The adoption is a result of various factors, whose impact differs across different technology adoption phases. The main objective of this study is to develop and validate an instrument, allowing simultaneous assessment of external factors that affect users' perceptions about performance expectancy and effort expectancy during different technology adoption stages. To understand differences in factors in different adoption stages, a moderating variable user type was proposed. To test the proposed model, quantitative-qualitative research in the form of an online questionnaire was conducted. Empirical data gathered from 1040 teachers were primarily analyzed using the structural equation modeling approach. The results of this study showed that user interface quality, personal innovativeness and perceived pedagogical impact are factors that affect teachers' perceptions in all adoption stages. With regard to the proposed moderating variable, this study demonstrated significant differences in several causal effect sizes. A qualitative analysis was conducted to further explain the main reasons for abandoning IWB.