The field of instructional technology has continued to evolve since its inception in the early 1900s. Academic technology units in higher education have witnessed tremendous change in the last one and a half decades. The changes have led to reorganizations, realignments, adoption of innovative administrative structures, increased demands for services, and the addition of new roles for their personnel. In the midst of the changes, institutions continue to investigate the best approach to the organization of their academic technology to best serve faculty and the instructional needs of the institution. Proper organization and effective administration can lead to a thriving unit that efficiently supports the instructional goals of the institution. This article examines changes in academic technology support units (ITU) and models that are emerging in the organization of the units, and suggests issues to consider in the organization or reorganization of units that provide instructional technology support in higher education.