Examining classroom teachers' use of electronic boards is crucial due to the rapid widespread replacement of traditional blackboards in schools. This study focuses on K-12 teachers' use of electronic boards in the classroom, quantitatively in four subscales -- presentation, motivation, engagement, and assessment, and teachers' attributes -- grade levels, ages, and years of teaching. The results reveal that correlation coefficients of presentation, motivation, engagement, and assessment, are significantly correlated. Elementary teachers tend to feel more comfortable in using electronic boards than middle school teachers. Teachers' self-efficacy and attitudes towards electronic board are significant factors in students' motivation and engagement. Qualitative data present most teaching activities and their desires to improve their more efficient usage of electronic board. Limitation of study and recommendation for further research are provided.