With the rapid development of information and communication technologies in recent years have a significant impact on school education. Interactive whiteboards have been widely used in classrooms. Teachers’ willingness towards using interactive whiteboards is the key to spreading its use in class teaching. This study aims to propose and test a behavioral intention model of interactive whiteboards use based on the social cognitive theory. This study adopts questionnaire survey, and uses convenience sampling out of non-random samplings. The subjects of study are Yunlin County elementary school teachers had never used the interactive whiteboard in the classroom. Data were collected through a survey of 342 elementary school teachers, 175 valid questionnaires. The proposed model was tested by using a structural equation modeling (SEM) approach with partial least squares (PLS) technique. The results of this study are as follows: First, encourage by others has no significant impact to self-efficacy, personal outcome expectations, and performance outcome expectations. Second, others’ use has no significant impact to self-efficacy. Third, organizational support has no significant impact to personal outcome expectations, and performance outcome expectations. Fourth, self-efficacy, personal outcome expectations, performance outcome expectations, and personal innovativeness in information technology are the determinants of elementary school teachers’ intentions towards using interactive whiteboards. Fifth, organizational support and others’ use have indirect significant impact to intentions through self-efficacy and outcome expectations respectively. Finally, we discuss the theoretical and practical implications of this study to act as references and recommendations for subsequent studies on interactive whiteboards.
