Instructional communication researchers, by focusing attention on "how-to" matters and forays into conventional areas of study (i.e., immediacy, apprehension), neglect a nuanced treatment of student and teacher identity. Such a perspective is relatively disembodied and fails to engage actual classroom interactions. By engaging in autoethnographic analysis of their experiences with instructional technology, the authors reveal a more complex understanding of how instructional identities interact. In particular, the authors advocate an understanding of power that is distributed, embodied, and malleable. (Contains 1 note.)