This chapter concentrates on the outcomes of research that has been centered on the way in which IWB users, both teachers and learners, have developed their use of hardware and software to enhance teaching and learning in modern foreign language teaching.

This chapter summarizes the work underway to chart, critically evaluate, and systematize the introduction of interactive whiteboards (IWB) into modern foreign language classrooms in England. It is suggested that there is a developmental cycle whereby teachers take some time to understand the technology and become competent in its use. They then look to its advantages in presentation and the motivation of students before becoming aware of its pedagogical value and develop a changed classroom practice. This cycle is based upon enhanced teacher understanding of the nature of interactivity and the potential offered by the IWB in meeting a variety of learning needs. The relationship between IWB use and Web 2.0 arises from the potential of both to add impetus for teachers to structure lesson development and enhance activity. It is supported by teacher understanding of questioning techniques, and increasingly, by consideration of the use of gestures at the IWB. While IWBs are not a solution to all learning problems, it is suggested that they offers scope for greater student involvement and understanding in the learning process.