Archive for the ‘EDTEch 501’ Category

The basis for most of the traits and skills for an educational technologist are based on searching various job lists at careerbuilder.com, monster.com, Association of Educational Communication and Technology (AECT) Job Center, and Educause Information Technology Jobs.

Here are some of the common skills/experiences that are needed, as listed by employers:

  • Adobe Dreamweaver/web publishing
  • Adobe Photoshop
  • Learning management systems
  • Instructional design training
  • Online teaching
  • Networking management
  • Communication skills
  • Integration of technology into the curriculum

The common traits an educational technologist should have are the following:

  • Organizational skills
  • Self-starter
  • An ability to work with both “tech” people and the customer
  • Customer service skills
  • Communication skills (both written and verbal)
  • Ability to train others
  • Integration of technology into the curriculum
  • Both hardware and software experience

Educational technologists work in a variety of settings and carry out different functions. They might do one or more of the following jobs in a university, school or business: design instruction, manage resource collections, and produce instructional materials. (Ely, 2000) Educational technologists might also find themselves in charge of the more traditional role of IT person or technology coordinator for a business or school.

Most educational technologists would at least have a BA/BS degree in a field like Information Technology. Most K12 districts, universities, and colleges wanted someone with a MA or higher degree in education technology or a closely related field.

Educational technologist is an emergent field. Most of the research and job titles were for educational technology, educational technology instruction, educational technology resource collection, etc. Educational technologists are expected to be able to, not only manage the technology for a district, but also work with teachers/instructors in enriching their practice with the use of technology. (Jugovich, & Reeves, 2006) More institutions are looking for educational technologists because it is not enough for schools to simply have the Internet up and running and assume teachers are getting the most out of the technology. Many institutions are expanding their expenditures on technology, and they want a person to direct the system as a whole. They want someone who can ensure that teachers are integrating technology into the classroom and curriculum. (McClure, 2007) Another reason is that educational institutes have started to outsource the infrastructure of the technology because it is cheaper and leaves the technology specialist more time to focus on educational issues. (McClure, 2007)

The salary range for an educational technologist varies greatly, depending on the title, educational background, and who is doing the hiring. Here is a sample of two positions an educational technologist might have from http://www.salary.com/salary/index.asp.  A Instructional Technology Specialist make between $34,000 to $62,000. Technology Research Manager makes between $79,000 to $130,000.

Helpful Websites about Education Technology as a Career:

This is an ERIC Digest by Donald P. Ely on what educational technology and educational technologists are. There are a lot of links to other sources. http://www.ericdigests.org/2000-4/2000.htm

ERIC link:


The Department of Education website, that has related studies and research on educational technology: http://www2.ed.gov/about/offices/list/os/technology/index.html

Wikipedia entry on educational technology: http://en.wikipedia.org/wiki/Educational_technology

Specific websites for jobs in education technology:

Association of Educational Communication and Technology (AECT) Job Center


Educause Information Technology Jobs


North American Council for Online Learning (NACOL) Job Postings

http://www.nacol.org/forum/index.php?showforum=7 (it does cost to join)

Center for Online Educators Job Board http://www.educatoronline.org/jobboard.htm/


Ely, D. (2000). The Field of Educational Technology: Update 2000. A Dozen Frequently Asked Questions. Syracuse, NY: ERIC Clearinghouse on Information and Technology. (ERIC Document Reproduction Service No. ED438807)

McClure, A. (2007, December). Technology spending survey ’08. Retrieved from http://www.universitybusiness.com/viewarticle.aspx?articleid=960

Jugovich, S, & Reeves, B. (2006). It and Educational technology: what’s pedagogy got to do with it?. EDUASE Quarterly, 29(4), Retrieved from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/ITandEducationalTechnologyWhat/157431


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I see the New Digital Inequities as part of my future job and a real concern to all educational technologists.  I know I must try to lower the level of digital inequities in the district that I serve.  I have been part of the technology committee in my district for the last three years, and one of my main goals is to increase the ratio of students to technologies within the districts.  We recently rolled out a plan for 1:1 laptops at the high school and set up a deal with a local broadband provider.    I teach in a rural district, and many students lack broadband in their homes.  For rural districts, such as mine, we need more technology so our students can be better prepared for the high-tech environment of the future.  We lack the opportunities (online classes, AP classes, etc.) that larger schools can offer students.  A good number of students will see a future where they will telecommute to work, like at IBM. (Dretzin, & Rushkoff, 2010)

I think the digital inequities will exist for quite some time, because to the sheer number of people living in the Third World.   Possible solutions exist for the world and the United States.

For the world, programs like One Laptop Per Child, is a possible solution.  Technology price will drop, and innovative people will step forward with new solutions like the One Laptop Per Child, so there is a real possibility that digital inequity will sink.

The United States needs to look at a nation like South Korea, and think about federally mandated nation broadband.  (Giaser, 2007)  I would prefer something more like an incentive plan for companies to create infarstructure in rural areas and in areas were poor conditions exists.  I not thrilled with the idea of the US government run a digital network that is rapidly changing technology, because the nature of a bureaucracy is not to change quickly with the times and the areas served would be back to square one with outdated service.

Digital Inequity holds back people and places from competing in the new global economy.  (“Five days on,” 2008) It hinders students in any situation from being able to maximize their educational potential , because they lack access to the resources that put the world and it vast amount of information at your fingertips.

Dretzin, R, & Rushkoff, D. (2010, Feburary 2). Digital_nation : life on the virtual frontier. Retrieved from http://www.pbs.org/wgbh/pages/frontline/digitalnation/virtual-worlds/second-lives/the-believer.html?play

Five days on the digital dirt road. (2008, June 20). Retrieved from http://www.internetforeveryone.org/americaoffline/nc

Giaser, M. (2007, January 17). Your guide to the digital divide. Retrieved from http://www.pbs.org/mediashift/2007/01/your-guide-to-the-digital-divide017.html

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Hello, my name is Shane Wheeler. This is my blog for EDTech 501 at Boise State University. I’m a social studies teacher in a small school in Earlham, IA. I’m a huge advocate of technology infusion into the classroom. In this blog I hope to explore issue of educational technology.

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