This case study investigated the process of adopting and integrating interactive whiteboards into the daily practice of teachers and compared the findings to relevant theoretical models. Participants were drawn from a small international school in Damascus, Syria, where interactive whiteboards were introduced for the first time. The findings indicated the importance of individual pedagogy and experience to the process of integration, as well as the advisability of contractual release time for situated and differentiated teacher training with the new technology. Interactive whiteboards may serve as a catalyst for changes to teacher pedagogy. There appears to be a need for new theoretical models describing the integration of technology that emphasize the influence of environmental factors upon the process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]