Recent books and articles are full of definitions of the ideal electronic classroom, prescriptions of how to use web resources, and descriptions of the effects of such resources on teaching practices and learning. Yet Becker (1999) found that only 30% of those teachers who were internet-connected acknowledged using web resources with their students. ID-PRISM was developed as a reflection tool to help the remaining teachers move through the stages of innovation by prompting them to think about possibilities, realities, issues, standards and multidimensional perspectives of teaching and learning to create an action plan for transforming their classroom into a web-enhanced learning environment. Rich reflection and web integration research provided the foundation for ID-PRISM. This article discusses this literature and the tool itself. It then concludes with an example and a recommended in-service program using ID-PRISM. (Contains 3 tables and 1 figure.)