This paper focuses on the possibilities/challenges for English as a Foreign Language (EFL) teachers designing tasks grounded in Task-Based Language Teaching (TBLT) and taking advantage of the affordances of technology--Interactive WhiteBoards (IWBs). Teachers have been shown to confuse tasks with exercises or activities. The interactive Technologies in Language Teaching (iTILT) projects revealed that when it comes to IWB use the focus often shifts from interactive teaching to interactive technology. To better prepare novice EFL teachers for their future teaching practice, an "IWB for TLBT" training programme introduced the affordances of IWBs. Our analysis of how (un)successful they were at marrying TBLT and Information and Communication Technology (ICT) operationalised TBLT criteria from Nunan (2004) and Erlam (2016). Supporting evidence of the participants' aptitude in TBLT practice is provided by a traditional, non-IWB-oriented task each individual had designed earlier. Combining both elements in the analysis, our study answers the question: to what extent are pre-service teachers able to design a TBLT environment involving modern technology that adheres to iTILT principles and current theories of TBLT methodology? [For the complete volume of short papers, see ED572005.]