What are the key drivers to change in teaching practice as they relate to the use of a learning management system? Is one system inherently better than another or is it teacher experience that matters most? Are we expecting academic staff to become 'experts in educational technology' and taking the focus away from developing their discipline expertise? What role do educational designers play in facilitating change in practice? What role does the institution play in supporting change in practice? This paper is meant to provoke discussion around these questions and asks you to consider how this might relate to your own experience and circumstance.