This research consists of an investigation on the multimodal aspects of the Interactive Whiteboard (IWB) as a mediating tool in the teaching of English as a foreign language (TEFL). Initially, the theoretical background offered by Activity Theory was used with a view to contextualizing the technological artifact in question in the field of teaching activities, from the process of elaborating a lesson to the moment of executing it. The concepts of mediation, teaching activity, set of genres and genre systems constitute the basis for systematizing and contextualizing, whether individually or collectively, the array of actions and operations referring to the classroom environment where the IWB is present. Since the study was delimited to the matter of teaching, an online questionnaire was developed in order to check the perspectives of a group of teachers from a renowned private institution, with excellence in the TEFL through the use of state-of-the-art technologies, which also include the IWB. The main purpose of this questionnaire was to obtain a better understanding of the teaching activities mediated by the IWB, by searching for facilitators or delimiters throughout the process, besides comparing these results with more traditional tools, such as blackboards, whiteboards, transparencies and slides/presentations. The results favor the use of the IWB due to its multiplicity and availability of resources; nevertheless, it is argued that it should not be the main focus in any of the teaching activities mentioned above.