Although the interactive whiteboard (IWB) is becoming increasingly prevalent in classrooms throughout the more efficient parts of the world and research has shown how this tool can increase the effectiveness of teaching and even transform pedagogy (Kennewell & Beauchamp, 2007), research literature overviews (Higgins, Beauchamp, & Miller, 2007; Koenraad, 2008) also identify obstacles to the realisation of added value and to the uptake of this technology by teachers in some educational contexts and in language education in particular (Cutrim Schmid & Whyte, 2012; Thomas & Cutrim Schmid, 2010). One such obstacle is the lack of pedagogical quality and sustained support in teacher development. A desire to meet this need has motivated a number of European projects. This paper focuses on two such projects, iTILT and SmartVET, funded via the Lifelong Learning Programme, which address teacher education and professional development with the IWB. Both based their approach on findings from IWB specific and general professional development research and on needs analysis, using related research instruments. [For full proceedings, see ED565044.]