This is hard work! And it’s so easy to slip into talking about the tech—that’s what many faculty want to hear about now. But the problem is that the technology has its own educational agenda, so to speak, and it’s not necessarily the agenda that the teachers want.
Your experience mirrors what we find in our “regular” (that is non-online-pivot programs) as well: One, we try to model more than we lecture, parallel-process style; the trick is to remember to explain this, just as we have to explain to our students in class that we teach even if we don’t lecture. I know I don’t always remember explaining this, and then there’s pushback. (There may be anyway because:) Two, if we want faculty to learn something really new, we’ll change their conceptual thinking, and this can lead to resistance. Usually, most find that it’s worth it after a week, but the struggle can be real. And I’m also ambivalent about this: Who am I to tell my colleagues that they should do what they don’t want to do? I have to be really persuaded that what I’m doing is the right thing.