Today, a third of American children regularly use computer tablets, while over 40% use smartphones and 53% regularly use laptops in their home. While this is encouraging there is still considerable debate about the shape and direction technology should take in school, particularly online education making it necessary for educators to change in their beliefs about pedagogy and learning. In this article, the author, visualizes himself from three perspectives regarding online education, that of "student," "teacher," and "professor." From the perspective of "student:" online education has been a staple of many universities in American education since at least the 18th century. The advantages of this setting were clear as students had the capacity to interact with their professor in a manner that was absent from traditional online experiences. Similarly, the instructor could solicit answers to problems posed, and could respond directly and immediately to feedback or questions. From the perspective of "teacher:" as technology filtered into schools, teachers began to integrate it into their planning and instruction. The chalkboard was traded in for an interactive Smart Board, and a projector bolted to the ceiling supplanted the TV/VCR cart. It became apparent that most teachers were relying on the Internet for information gathering, for planning, or for basic research purposes for students. Today, nearly every teacher has his/her own website that connect students with resources outside of their classroom or school. From the perspective of "professor:" no matter how adept one may be at integrating an online component to a given class, there is always the possibility that "we acquire a new set of skills, as technology changes require. The experience in online education world, from an instructor's perspective, acknowledges they must become familiar with the virtues and drawbacks of this instructional approach.