This paper reports on research related to bringing about technology-related change in the higher education classroom. The central research question was how to promote and support evolving paradigms in teaching and learning through those who are key in this change, namely the educators themselves. Starting from a constructivist view on the use of technology in education the theoretical base was expanded to include literature on change. Action research was the methodology used. It was implemented through a series of interactive workshops on technology-related pedagogical innovation and the creation of a virtual community. Initial results suggest that breaking away from tradition and embracing change does indeed start at an individual level, however, structured discussion and exchange not only encourage and support but also instil the confidence necessary to incite one to experiment in their delivery. The paper closes with suggestions for developing educators as change agents.