As online learning and the use of online technological tools in higher education continues to grow exponentially, higher education faculty are expected to incorporate these tools into their instruction. However, many faculty members are reluctant to embrace such tools, for a variety of professional and personal reasons. This study employs survey data from the 2012 Ithaka S+R faculty survey utilizing a multi-level binary (HGLM) model in order to explore the relationship between academic field, gender, age, years of experience and years in current position and the likelihood that faculty will utilize online technological tools in their instruction. The analysis found that only gender was a significant predictor of faculty online tool usage, when accounting for all other covariates, while the other predictors of age, years of experience and years in position were only significant when analyzed individually. The cluster variable field was not found to be statistically significant.