Nowadays, many innovations and technological advancement find a place in every area of individuals' daily lives, especially in the field of education. The fact that such innovations and technologies are available in physical educational environments is not enough for an effective technology integration process alone. In addition to bringing innovation and technologies to the teaching environment, teachers should also be developed with regards to the relevant competencies regarding how to use these innovations. In this context, pre-service and in-service trainings are organized in order to provide teachers with information regarding new technologies. However, it is seen that the information flow through these channels alone is not enough for teachers to adopt the newly emerging technologies. At this point, it is important to find out alternative communication channels that teachers can use in the innovation-decision process. The relevant literature needs new research to find out the communication channels that teachers use in obtaining knowledge, developing an attitude and making decisions about the innovation. Within the scope of this study, it is accepted that the Education Information Network (EBA), which was recently developed by the Ministry of Education and continued to update itself continuously in the process, has been recognized as an innovation for teachers. The aim of this study was to find out the stages of teachers' innovation-decision process regarding innovations and the communication channels that they used in this process. The participants of the study consisted of 489 teachers working at primary, secondary and high school levels in the city centre of canakkale province in the 2017-2018 academic year. The research was modelled as a screening model. The data were collected with the use of the data collection tool developed by the researcher. The data were analysed by using SPSS 21 package program and descriptive statistics (percentage and frequency) and chi-square test for two variables were performed. As a result of the research, it was concluded that most of the teachers were at the implementation and confirmation stage in the innovation-decision process for EBA. However, at each stage of the innovation-decision process for EBA, it was found out that teachers used the interpersonal channels and interactive internet tools functionally. While obtaining knowledge, developing attitudes and making decisions towards EBA, participant teachers were found to use face-to-face meetings, EBA website and educational websites channels functionally at all stages of the innovation-decision process. In addition, it was concluded that the relationship between the teachers' usage rate of functional communication channels and the type of school in which teachers worked was different at some stages of the innovation-decision process. It is recommended that "interactive internet channels" (such as educational sites) be used more priority in reaching teachers in the process of diffusion of innovation.