This article summarises the main uses and affordances (the perceived qualities of systems that can support or hinder interactions: Greeno & MMAP, 1998) of interactive technologies commonly used in school science. Its main emphasis, however, is on eliciting and documenting the emerging strategies that teachers are developing for exploiting the new tools in response to their increasing permeation in schools, and to the new demands subsequently arising. It considers how established patterns of classroom activity and discourse are shifting--or in theory could be reshaped--so as to support more effective learning. In so doing the review highlights some of the pedagogical issues that have--and have not yet adequately--been addressed in the research conducted into technology use over the last two decades and concludes by proposing some future directions for investigation. (Contains 12 notes.)