Abstract: This review of the Interactive Whiteboard (IWB) educational research literature examines the larger political, economic, cultural and social contexts in which these devices are pressed into service for positive educational change. Unearthed are a range of conflicting interests and affordances that teachers and teacher educators must confront and negotiate as they integrate IWBs into their teaching practices. Importantly, it appears IWBs have the capacity, on the one hand, to conserve and significantly stabilize habituated whole-class teaching practices, and on the other hand, may also serve to disrupt instructivist practices and support a wide range of interactive, constructivist learning possibilities.