In this chapter, I will draw upon the findings of a case study carried out in a private German integrated school to discuss how the IWB technology can be used as a useful resource for the implementation of an activity-rich, autonomy-enhancing, project-based approach to language teaching.

This chapter discusses the transformative potential of interactive whiteboard (IWB) technology by considering two main factors: a) the role played by teachers in the realization of this potential and b) the IWB applications that create new opportunities for transformative learning. The main focus will be on how IWB technology and WEB 2.0 tools can be combined to support constructivist practice in the language classroom. The term "IWB 2.0" (Wenger, 2007) has already been coined to describe the possibilities of melding IWB technology with Web 2.0 tools. However, there is a need for more extensive discussion of how this could be done in practice.

The first part of this chapter discusses the transformative potential of Interactive Whiteboards (IWBs), by analyzing the opportunities of using this technology in conjunction with Web 2.0 tools to support constructivist practice in the language classroom. The second part draws upon research data and literature review results to examine the role played by teachers in the realization of this potential. A special focus has been placed on the various evolutionary stages that teachers go through as they integrate IWB technology into their teaching. The research data derives from a case study conducted with nine English teachers from a secondary school in Germany. The study was conducted within an interpretative research paradigm, and data were collected via qualitative research instruments, namely interviews, classroom observations and the video recording of one IWB training session. Research findings revealed that the teachers investigated were gradually becoming aware of the transformative potential of IWB technology.