In recent years, schools, municipalities, and universities have madeincreasing use of educational technologists (edtechs) to support teaching staff inthe delivery of technology-based courses in face-to-face, blended, or purely onlineformats. This paper is a case study focusing on the types of training and supportprovision provided by three edtechs within the arts and humanities faculty of a largeprovincial university in southern Sweden. The edtechs also identify a number ofobstacles in the way of developing Information and Communication Technology(ICT) and computer assisted language learning expertise among teaching staff.