Credentialing Public Education’s Technology Specialist Workforce: A Delphi Study

Abstract

Technology Specialists employed by public school systems throughout the United States currently have no education credential that recognizes their skill set. Through a Delphi process, an expert panel of Technology Coordinators from public schools throughout the United States prioritized a list of knowledge and skills deemed necessary for Technology Specialists to be productive in an educational arena. This list of items was the basis for the creation of a Conceptual Model of Prioritized Knowledge, Skills, and Credentials Required of Technology Specialists.