This week, I felt compelled to go back to the brief yet powerful myspace days with a simple blog about the course, the impact of learning framework, effective technology integration, and myself. I think that part of my resistance to LMS’s, technology in the classroom, and a general “ick” for screens stems from how poorly it has been used by instructors and how poorly many smart, capable instructors were. My chemistry professor in college won a Nobel prize, yet could not operate a projector on his own: he used his handwriting on notebook paper to present our notes and berate us in monotone until we withered. My analytical chemistry professor would stand in a firm A-frame stance while using wet-erase markers on old-fashioned plastic transparencies to show us complex problem solving. I did not have thoughtful professors at the dawn of technology, who thought of their pedagogy quilted to the technologies around them. Therefore, I cannot be the type of teacher who simply does a poor job because I don’t understand it. For the sake of my students and our next generation of chemists, I have to push my own boundaries and limits in technology to not repeat the same mistakes of Dr. Negishi, whose instruction method was so engrained that it was the photo the New York Times published when he passed away. In pushing myself in this class through these reflections, the LMS project, and the CYOA project, I know I may not ever win a Nobel Prize but I will certainly have better instruction practices than my professors.