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Education technician job growth summary. After extensive research, interviews, and analysis, Zippia's data science team found that:
The projected education technician job growth rate is 4% from 2018-2028.
About 55,400 new jobs for education technicians are projected over the next decade.
Education technician salaries have increased 14% for education technicians in the last 5 years.
There are over 4,897 education technicians currently employed in the United States.
There are 34,987 active education technician job openings in the US.
The average education technician salary is $41,808.
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 4,897 | 0.00% |
| 2020 | 5,283 | 0.00% |
| 2019 | 5,556 | 0.00% |
| 2018 | 4,983 | 0.00% |
| 2017 | 4,865 | 0.00% |
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2025 | $41,808 | $20.10 | +3.5% |
| 2024 | $40,377 | $19.41 | +3.4% |
| 2023 | $39,040 | $18.77 | +2.7% |
| 2022 | $38,013 | $18.28 | +3.3% |
| 2021 | $36,782 | $17.68 | +2.0% |
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 176 | 25% |
| 2 | New Hampshire | 1,342,795 | 262 | 20% |
| 3 | Connecticut | 3,588,184 | 684 | 19% |
| 4 | Vermont | 623,657 | 121 | 19% |
| 5 | Delaware | 961,939 | 167 | 17% |
| 6 | Alaska | 739,795 | 125 | 17% |
| 7 | Arizona | 7,016,270 | 1,123 | 16% |
| 8 | Colorado | 5,607,154 | 895 | 16% |
| 9 | Minnesota | 5,576,606 | 774 | 14% |
| 10 | Maine | 1,335,907 | 186 | 14% |
| 11 | Wyoming | 579,315 | 79 | 14% |
| 12 | Maryland | 6,052,177 | 803 | 13% |
| 13 | Nevada | 2,998,039 | 397 | 13% |
| 14 | Montana | 1,050,493 | 138 | 13% |
| 15 | New Jersey | 9,005,644 | 1,114 | 12% |
| 16 | Iowa | 3,145,711 | 379 | 12% |
| 17 | Virginia | 8,470,020 | 909 | 11% |
| 18 | New Mexico | 2,088,070 | 229 | 11% |
| 19 | Kansas | 2,913,123 | 277 | 10% |
| 20 | Nebraska | 1,920,076 | 197 | 10% |
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Leavenworth | 2 | 6% | $37,177 |
| 2 | Fort Myers | 2 | 3% | $36,274 |
| 3 | Bangor | 1 | 3% | $31,835 |
| 4 | Newark | 1 | 3% | $43,010 |
| 5 | Petaluma | 1 | 2% | $44,589 |
| 6 | Cambridge | 1 | 1% | $40,388 |
| 7 | Hartford | 1 | 1% | $42,628 |
| 8 | San Diego | 2 | 0% | $41,941 |
| 9 | Phoenix | 1 | 0% | $41,626 |
California State University - Fullerton
Alverno College
Boise State University

Springfield College
Berry College

Missouri State University
Chatham University
California State University - Fullerton
Special Education And Teaching
Tiffany Row Ph.D.: There has been an increasing focus on social emotional learning in schools, and these skills are just as important for teachers to grow within themselves so they can best support and guide students in learning to regulate their emotions and navigate social relationships. And of course it's always crucial for teachers to have strong skills in literacy instruction.
Tiffany Row Ph.D.: Earning a Master's degree after your credential puts you significantly higher on the pay scale and increases your earning power exponentially as you continue in the field.
Alverno College
Special Education And Teaching
Thor Stolen PhD: Special education teachers are in high demand; leverage this power to negotiate higher wages/benefits or in selecting a school/placement that you want to be at. With teacher shortages in general, now is a great time to join a Teachers Union to support your collective cause.
Boise State University
Educational/Instructional Media Design
Ross Perkins Ph.D.: The educational technology industry is easily into the billions of dollars annually, and given the increased prevalence of the use of technologies for learning in a myriad of settings, there will always be a need for experts who can help bridge the divide between a technical understanding of tools and the everyday concerns of teaching, learning, and curriculum (or training).
Ross Perkins Ph.D.: What someone who has the title of "educational technologist" does will depend a great deal on the needs of the organization that hired them. The title is not common outside of K-12 schools (private or public) or Institutions of Higher Education. In some cases, the "educational technologist" is focused on solving what are essentially information technology problems, such as troubleshooting hardware, setting up devices in classrooms or getting them ready for student use, or even running the back-end of applications or software used by the organization. In other cases, there is less IT-specific work, and more work focused on working with educators to help them integrate technology tools into the curriculum. This can happen at individual schools or within academic departments, or the educational technologist might work at the district or institutional level. No matter what the job duties are on a day-to-day basis, all such persons must be creative, flexible, excellent at problem-solving, interested in learning about ever-evolving tools and apps, and, of course, have a solid understanding of pedagogy and human learning.
Ross Perkins Ph.D.: The job attracts people who are curious and who are problem-solvers. Those who tend not to stay in the profession are those who are relegated to doing routine maintenance or only getting to implement devices in a context where all decisions are made at the top and passed down.

Springfield College
Educator Preparation
Dr. Linda Davis-Delano: Ability to teach remotely and use a variety of pedagogical techniques including the use of a variety of technological platforms (e.g., YouTube, Zoom, Microsoft Teams, Nearpod, Kahoot, Brainpop, TedEd).
Dr. Frances Roe: Urban and large suburban areas are typically excellent places to our graduates to find teaching jobs. Large districts such as Hamilton County in Chattanooga, Cobb, and Gwinnet Counties in Georgia, as well as our local school districts are regulars at our Teacher Recruitment Fairs. The districts are holding their own district teacher recruitment fairs earlier and earlier in hopes of hiring our graduates. It is not usual for districts of various sizes to either email or call me asking for help finding certified teachers in the areas I identified earlier.

Dr. Ximena Uribe-Zarain: Graduates of programs in the realm of educational assessment, program evaluation, and research in education tend to excel at critically evaluating social issues, and at using sophisticated methodologies to solve such issues. They are prepared to understand psychometric theory and to implement program evaluation. All of these are good skills to highlight. However, we cannot forget that graduates are more often than not avid users of technologies capable of navigating complex research and statistical software. I believe that highlighting technological skills (quantitative and qualitative analysis software, programming, use of VPN, etc.) is a good bet, especially now that working from home is so prevalent. Also, it is important to mention that being a good communicator could be the deciding factor, especially as we are communicating clearly and professionally more and more often using different media.
Chatham University
Education Department
Christie Lewis: I believe that graduates that go above and beyond the "check the box" really stand out. What I mean by this is that graduates who have been involved in the school and that became part of the school community really stand out. Perhaps a graduate volunteered to help with events at the school, started a tutoring club, and/or participated and did other things than teach in the classroom stands out. In addition, I think that volunteering in the community and also participating in teacher professional development really stands out. These things show that a graduate is excited and passionate.