Abstract—A teaching technology, interactive whiteboard--
IWB, has been proved to improve the learning environment and
performance. However, teachers’ intention to use IWB is not as
expected high in elementary school. The purpose of this study
examines school context and conditions surrounding
disagreement or dispute and the perspectives that inform how
individuals perceive or feel conflicts. This study participates
three theories of conflict and focus on the process of covert
conflict. Once the covert conflict is understood, it can be
reconciled and will not turn into an overt one which is harmful
to organization goal or project. Communication competence,
school support, and personality of innovativness are examined
the effect on both perceived conflict and felt conflict. Partial
Least Squares was used to analyze data which was collected
from a paper-based survey. The sample size is 294. The results
found that communication, school support, and teachers’
innovativeness have significant effects the conflict of using IWB.
Perceived conflict has positive relationship with felt conflict.
Especially, the factor of communication plays the most
significant one on it. The contributions of this study provide
better understanding on teachers’ conflicts on IWB usage.
School administrator have clear objective to process to enhance
the usage of IWB.The electronic file of your paper will be
formatted further at Journal of Advances in Computer
Networks. Define all symbols used in the abstract. Do not cite
references in the abstract. Do not delete the blank line
immediately above the abstract; it sets the footnote at the
bottom of this column.
Index Terms—Interactive whiteboard, conflict, teaching technology, theory of conflict.
Fumei Weng is with the Applied Digital Department, Wufeng University, Taiwan (e-mail: firstname.lastname@example.org).
Cite: Fumei Weng, "The Determinate Factors Affecting Teachers’ Internal Conflict on Using Interactive Whiteboard," International Journal of Information and Education Technology vol. 8, no. 8, pp. 587-593, 2018.