It has been observed that the majority of academics neither exhibit nor express a great deal of confidence in integrating a range of technologies in their teaching, while technicians with expertise in various kinds of technologies have limited knowledge about pedagogy. Studies show that effective collaboration between technicians and academics can help enhance the strengths of both parties and also overcome the weaknesses they may have. For instance, the successful relationship between academics and technicians that is based upon mutual professional respect has been shown to be one of the most important relationships within educational institutions in providing credible and durable learning environments for students. Guided by the theory of communities of practice technicians – including computer technicians, teaching librarians, and lab assistants – can work collaboratively with academics to improve the educational process. Based on an extensive review of relevant literature published in various parts of the world, and the author's experiences and observations as a researcher, teacher, learner, and supporting staff member, this paper presents a case for why technicians and academics should collaborate with an aim to improve the educational process. It is argued that this kind of collaboration can take place in a variety of disciplines and in different formats, and the collaboration can not only benefit students, but those who are involved in the process as well.