Effective integration of learning technologies into classrooms is a continuing issue, with many instances of new technologies making minimal impacts on classroom practice. Reports on the introduction of interactive whiteboards into UK schools over the past decade have revealed that their impact on both pedagogy and learning is at best neutral. Interactive whiteboards have become common in Australian schools in the past three years, and in that time the authors have been involved in studies investigating professional development models to help integration of interactive whiteboards into classrooms. Video-recordings were analysed using two coding schemes, a modification of a pedagogical hierarchy developed by Beauchamp which was christened HoPS (Hierarchy of Pedagogical Stages), and the other developed from Bernstein's model of pedagogical framing. Using the two models it was possible to analyse shades of pedagogical behaviour. It became clear that peer non-expert mentoring was highly effective in helping teachers develop modified teaching behaviours that exploited the affordances of the technology. In this paper we will report on the application of the two models to the understanding of the impact of professional development on classroom pedagogy in a Victorian secondary school. (Contains 6 figures.)