This article reports on a survey of more than 2,300 students and 250 staff members conducted at the University of Tasmania as part of a wider review of e-learning practice, demand and capacity which aims to improve planning, decision-making and the quality of the online experience of students and staff. Data was collected on access to technology, technology usage patterns, and experiences with technology at university. Respondents were also asked for comments on their experiences. Results from the quantitative component are in line with findings from similar recent surveys: high penetration of laptops, wide access to broadband Internet at home, and usage patterns concentrated strongly around common web activities. Differences in usage profiles of some applications can be explained by the difference in lifestyles of students and staff. The two cohorts also exhibit different attitudes towards technology as a result of their different relationship with it in the context of their use of it at university. Many indicated pathways and solutions to imbalances in demand and supply are straightforward and pragmatic. Support of teaching staff is considered crucially important to advancing broader and more effective use of technology at the university. (Contains 10 tables and 7 figures.)