From Chalk to Click

Saudi educational reform has long emphasized professional development and educational technology. However, interactive whiteboards (IWBs) remain unevenly integrated into mathematics classrooms, and less is known about how organizational conditions interact within Saudi private international schools. This qualitative multiple-case study examined IWB implementation in six private international schools in Riyadh through semi-structured interviews with twelve mathematics teachers and seven school leaders, supported by six classroom observations. The analysis combined Fullan’s theory of educational change with Howard’s risk-aversion framework. Findings show three context-bound patterns of implementation: integrated use, partial use, and symbolic use. The distinction did not depend on hardware availability alone. It reflected configurations of leadership expectations, subject-specific professional development, technical reliability, classroom access, and teachers’ appraisal of pedagogical value and risk. Teachers reported that IWBs supported visualization, explanation, time management, and engagement, but the study did not independently measure achievement. The contribution lies in showing how private-school autonomy can accelerate acquisition while still producing uneven pedagogical use. Sustainable integration requires organizational alignment and support for teachers’ pedagogical judgment, not compulsory device use alone.