Teachers make pedagogical decisions in their planning and use of interactive whiteboard (IWB) technologies. Intentional teaching incorporating IWB and interactive planning software requires deliberate selection and sequencing of digital resources. The research reported in this paper explored and documented teacher and student use of IWB technology in two Western Australian primary science classrooms. Our case study research applied a social constructivist perspective and drew from principles of pedagogical interactivity and multimodal representation. Ethnographic microanalyses resulted in the generation of principles of practice with IWB technology, which were illustrated by classroom examples of technical and conceptual interactivity in intentional primary science teaching.