Applying Weick's (1995) sensemaking theory to analyze technology sensemaking by university administrators and faculty and staff, this study found that there is both unity and divergence in their sensemaking about an information technology. Administrators attempted to discursively construct a pro-technology organizational culture, which gained support from faculty and staff. Administrators implemented the system to create a new teaching and learning environment that emphasized technology competence, whereas faculty perceived the system as an aid to teaching and learning. Faculty used the system to augment service work but staff resisted using it for that purpose. While administrators pushed faculty to use the system for online teaching, they met strong resistance. The role of socio-political concerns in their technology sensemaking was addressed.