The use of online technology within universities is increasing. However, this expansion is not accompanied by an associated increase in investment in lecturers' pedagogical knowledge to assist them in the transition. The major challenge now is to encourage the use of pedagogically sound technologies. At present, lecturers often lack the tools to describe the journey that they take when embarking to teach online. This paper focuses on the journey undertaken by a group of lecturers at a Western Australian university as they explored the relationship between their pedagogy and technology in a 1-year research project in which they engaged in monthly professional development workshops. At the concluding workshop the lecturers drew diagrams in order to add visual representations to their reflection process. The diagram, therefore, can be used as a diagnostic tool to identify lecturers' positions in relation to their pedagogy and use of technology and as a developmental tool to show their journey towards a more integrated approach in their online teaching. (Contains 6 figures.)