Professionals in the information technology field are bombarded with an incessant stream of innovations in hardware and software as well as practices, methods, and techniques. IT educators are among the first targets in the market and must decide if and when to adopt these innovations in their instruction of students and professional endeavors. The risks are not small: educators must weigh the impact on budgets, time management schedules, instructional strategies, and student recompense. Some educators lag behind in adopting IT innovations and find that they have become pawns in the change process, vainly resisting the inevitable, while those on the front end of the adoption curve have eagerly embraced their role as change agents. Various factors influence IT adoption among IT educators. Budget restraints, institutional resources, instructional support materials, timing, time, personal preferences, and personnel decisions (or lack thereof) are but a few of the many possible factors. It is not feasible, practical, nor prudent to adopt new technologies simply for the sake of adopting the "newest and latest". There are, however, numerous opportunities for the IT educator to choose whether to adopt an applicable IT innovation. It is that juncture (adopt or do not adopt) that is the topic of this article. When the various factors come together such that it is possible to adopt an applicable new IT product, some IT educators may elect to adopt while others may elect not to adopt. A number of theories have been proffered to explain the adoption decision, and models of adoption behavior have been created. We present ten reasons IT educators should adopt, as soon as feasible, applicable IT innovations introduced into the marketplace. Reason 10, "the sun came up today", denotes the universal consistency that exists not only in the physical world but also in our professional realm. The sun rises each day, and for the IT educator, change is inevitable. Change is often difficult and time consuming. However, it would seem to the authors that for most, the rewards would be worth the investment. Reason 9, "you read the obituaries and your name was not listed", indicates that resistance to change could lead to professional death. Reason 8, "there they go, and I must go after them, for I am their leader", emphasizes the enthusiasm with which many of our students embrace new technologies. They eagerly try each new gadget or gizmo and somehow anticipate that we, too, are familiar (or an expert) with the product. Perhaps we should not lag behind our students! Reason 7, "if you can't run with the big dogs, stay on the porch", examines personal concerns, self identity, and "keeping up". Most IT educators seemingly believe that they are relatively up-to-date in the use and application of information technology. We should live up to our beliefs about ourselves. Reason 6, "life is good when you have the right tools for the job", reflects on the ever-changing "tools" and the quest for finding the "right" ones for a moving target! Reason 5, "IT educators are by definition movers and shakers", posits that IT educators should be able to give students first-hand experience with new technologies and teach them the analytical skills they need to determine for themselves the potential of any given innovation. Reason 4, "someone is keeping score", points out that students, supervisors, peers, administrators, and industry watch and judge what we do as IT educators. Part of that judgment has to do with whether we "keep on top" of the latest technology. Reason 3, "technology, technology, technology", highlights the rate of technology innovations and depicts the IT educator as a change agent, noting that change agents seek to secure the adoption of new ideas but may also attempt to slow the process and prevent the adoption of certain innovations with undesirable effects. Reason 2, "fulfilling the "leadership" role of higher education", speaks to the role that institutions of higher learning historically have sought to fulfill. Moreover it is the role expected by their community and their identified service area. The use of IT within academia has quickly become a benchmark by which academic institutions define their competitiveness, effectiveness, and leadership. Reason 1, "setting the example for our students", challenges IT educators to demonstrate life-long learning skills as we examine new innovations, determine which are beneficial to our professional life and our students' futures, and adopt those that are appropriate.