Online video sharing websites have had a profound impact on the ways that students learn about the world, about the culture, and about mathematics. However, we would like to challenge McLuhan's assertion that changing the media has necessarily changed the message. In fact, the authors posit that the majority of online videos are seen as particularly helpful to students because they do not change the overall approach to teaching mathematics or the implicit message that mathematics is a set of unrelated tasks to memorize. The goal in this set of iterative research and design cycles was to explore potential forms that the complement to procedural videos might take. This article describes the results of interviews with pre-service teachers who had taken an online survey that comprised a typical procedural video, a conceptual video, and a dynamic graph applet to support students' explorations of multiple approaches to the idea of function inverses. The analysis focuses on the discursive practices that emerged as preservice math teachers explored each of the online resources. Our conclusion discusses four recommendations for creating further disruptive technologies. (Contains 14 figures, 4 tables and 1 footnote.)