This study aimed to extend the currently limited understanding of how pedagogy is developing in response to the influx of interactive whiteboards (IWBs) in schools in the UK and some other countries. A case study approach was employed to investigate how experienced classroom practitioners are beginning to harness the functionality of this technology to support learning in science. The methods included focus group interviews with four secondary science departments, plus lesson observations and interviews with two teachers and their pupils. We analysed the data from a sociocultural perspective on learning, focusing on the strategies that teachers used to exploit the dynamic, manipulable objects of joint reference and annotative tools afforded by the technology to foster the cognitive, social and physical "participation" of learners in whole-class activity. The case study teachers demonstrated contrasting approaches to designing and supporting activity in which pupils shared, evaluated and developed ideas using the IWB. Pupil manipulation of objects on the IWB was deemed desirable but--along with pedagogical interactivity--was constrained by systemic school and subject cultures, curricular and assessment frameworks. Observed and potential opportunities for active cognitive and social participation are outlined. (Contains 1 table, 3 figures and 5 notes.)