In this discussion piece the authors reflect on work over the past decade, arguing that mathematics teachers have developed technical proficiency in the use of interactive whiteboard hardware and associated software before using this to develop confidence in creating and modifying materials to be used with commercially produced programs in supporting interactive learning. If it is accepted that skills come first and that the technologically competent teacher will seek more interactive and dialogic approaches, there is a message for those who offer professional development. If, on the other hand, teachers appreciate the gains from pedagogical interactivity and are then motivated to seek new technological capability, an alternative response to need may be appropriate. (Contains 1 note.)