Data from the educational technology development initiatives (technology grants and technology-immersion seminars) were used to map trends in the technology development of faculty at a large, research-one, public university. The study's populations are described by gender, appointment status, and disciplinary area. Changes over a five-year period (1999-2003) in faculty baseline technology skills and interests are tracked; the success of programs in increasing faculty technology use are measured; and effects of institutional supports on the continued development of faculty competencies are discussed. An analysis of data showed that faculty maintained consistent interest in and need for baseline skill development and that these instructional needs were well met by the technology immersion programs. The faculty-grant program demonstrated gradual progress in baseline skills from simple Web-based dissemination of course content to more interactive modalities. It supported best the "early adopter" faculty, whereas the immersion seminars served best the needs of novice users. Both programs resulted in successful educational technology implementations, however, all participants required ongoing support. Program successes substantiate continued support for educational technology instruction for faculty that accommodates faculty culture by providing broad-based and diverse models.