An electric pencil sharpener. Yep, I dumped the shavings and it started right up.
It is your job. Just fix it!
I don't believe that this is an answer. Sure, the band aids help, but the end result is lots of email, work order requests, training on how to fill out a work order, and eventually a school wide failure by the iTech to get anything done in a reasonable amount of time. (Remember, campus iTechs still have duties, classes, and other assignments for both the district and the Principal.) Establishing the procedure has led to accountability but it has also led to the students being without the benefit of the technology purchased to help them achieve. (Purchasing devices for teachers is supposed to benefit their classes.) Understanding the amount of time it takes to follow the procedures the iTech needs to CYA leads to time away from our true jobs. Helping to create better classroom opportunities for learning.
When did it become accepted for faculty to give up on learning? Why is it that simple problems will sit for days and the user may just need to know to click or plug in a cable? For example- An email exchange
Faculty member- "My web pages don't look right."
iTech- "What browser are you using?"
Faculty member- "Internet." "The blue E"
iTech- "That is Internet Explorer and you have version 8 installed. Have you tried another browser?"
Faculty member- "I know that. I am not stupid. Of course I have tried other browsers. I wouldn't be emailing you if I hadn't. Aren't you supposed to fix these things?"
iTech- "I will be right over."
This illustration has a couple of items wrong in the interaction. First, this FM should realize that they are wasting a lot of time with email rather than thinking about how they could solve the issue. Use another browser, use another computer, or even ask a student or fellow FM to take a look. They have not put in a work request, nor have the explained what the actual issue is. "Don't look right." doesn't help anyone solve or fix a problem.
Follow up emails reveal a fundamental lack of how a PC and the world wide web work. I refuse to believe that in 2014 that is actually the case. Remember even the oldest teacher has had years of using Internet Explorer thanks to Microsoft Windows. So the question as an administrator would be if you don't know what Internet Explorer is then how do you function efficiently at work? Why am I paying you if you can't identify something that has become a cornerstone of this century? If you are not "stupid" then why were your earlier emails lacking in understanding and explanation? Finally, why are you snapping at the person trying to help you solve the problem for yourself?
Looking at these issues over and over the iTech must reflect about their own behaviors. Are you enabling this type of behavior? Are you truly instructing your "students" the faculty? Or are you simply getting things done which allows for you to fall farther and farther behind? Lets try a new way of looking at things.
Envision-
Choose a core area of concern for your campus. Is it the inability to plug things in? Could it be understanding how to use different browsers? Regardless, pick a spot that you feel would help you move beyond fixing or problem solving by giving that power back to the FM. Envision a plan that is fully explained and presented. You may need to use videos or even a paper with troubleshooting tips. However you choose to address your area of concern be sure you are thorough.
Execute-
Once you have your strategies in place and execute your plan. When the push back from the faculty starts don't bend or break. There will always be push back with this kind of change. You have to continue forward for the win. Don't expect a home run, look for the small wins. Try for the little successes that grow and spread. Often the faculty may be angry as a hornets nest at you but will quietly begin following or using your idea to accomplish tasks. They will never thank you or admit when you have helped them take ownership as they often don't realize that this is exactly what they have done. Listen and observe the students and the chatter around you. You will hear of your success as they brag to others or share with PLC members. They will begin saying things like "I did this" and "I Googled".
Empower-
You will know when you have won as the more flexible faculty members start adapting. They will grouse and grump but the traditional way will give over to the new idea. It takes time and persistence. Work with those you have a relationship with to execute your idea. Enjoy your wins not by completed tasks but by watching them complete those tasks. As the faculty becomes empowered you will find new and exciting opportunities developing.
I haven't been as successful at this as I would like to be. Please don't think this has worked every time. However, I have begun to notice that even in the effort to empower I have found success in the faculty. I turn to those people for help encouraging others to follow along. It is slow and tedious as well as hurtful at times. I rage at some of my friends in epic fits of frustration. Then I zip on a smile and attempt to empower a few more people the next day.