Explore jobs
Find specific jobs
Explore careers
Explore professions
Best companies
Explore companies
Job outlook for technology education instructors in the United States
Are technology education instructor jobs in demand?
Technology education instructor job and salary trends over time
Technology education instructor jobs over time
Technology education instructor job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 947 | 0.00% |
| 2020 | 950 | 0.00% |
| 2019 | 1,008 | 0.00% |
| 2018 | 992 | 0.00% |
| 2017 | 1,024 | 0.00% |
Average technology education instructor salary over time
Technology education instructor salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2026 | $51,415 | $24.72 | +1.8% |
| 2025 | $50,491 | $24.27 | +2.8% |
| 2024 | $49,104 | $23.61 | +2.9% |
| 2023 | $47,699 | $22.93 | +1.9% |
| 2022 | $46,830 | $22.51 | +2.4% |
Technology education instructor jobs by state
Most common states for technology education instructors
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | Vermont | 623,657 | 129 | 21% |
| 2 | Wyoming | 579,315 | 119 | 21% |
| 3 | Colorado | 5,607,154 | 1,124 | 20% |
| 4 | Delaware | 961,939 | 191 | 20% |
| 5 | New Hampshire | 1,342,795 | 248 | 18% |
| 6 | Virginia | 8,470,020 | 1,454 | 17% |
| 7 | Montana | 1,050,493 | 178 | 17% |
| 8 | Alaska | 739,795 | 124 | 17% |
| 9 | Massachusetts | 6,859,819 | 1,077 | 16% |
| 10 | Oregon | 4,142,776 | 663 | 16% |
| 11 | Rhode Island | 1,059,639 | 166 | 16% |
| 12 | South Dakota | 869,666 | 142 | 16% |
| 13 | North Dakota | 755,393 | 122 | 16% |
| 14 | Arizona | 7,016,270 | 1,040 | 15% |
| 15 | Minnesota | 5,576,606 | 862 | 15% |
| 16 | Connecticut | 3,588,184 | 528 | 15% |
| 17 | Washington | 7,405,743 | 1,019 | 14% |
| 18 | Utah | 3,101,833 | 427 | 14% |
| 19 | Nebraska | 1,920,076 | 264 | 14% |
| 20 | District of Columbia | 693,972 | 99 | 14% |
Technology Education Instructor job outlook: Expert opinions
Our panel of technology education instructor experts
Tiffin University
Hope College
Mercy College
Shaw University
Wright State University
Northern Seminary
Lafayette College
The University of Tennessee Knoxville
Florida International University
The University of North Carolina Greensboro
Misericordia University
Texas State University
Kent State University
Northwestern University
Youngstown State University
New York University
Seattle University
University of West Georgia
Linfield University
Dr. Stephanie Opfer
Associate Professor of English, Assistant Dean of the School of Creative and Media ArtsTiffin University
Visual And Performing Arts
What will help Technology Education Instructors increase their earning potential?
Dr. Stephanie Opfer: Unfortunately, teaching as an adjunct does not pay well. Students should keep their full-time jobs and teach part-time until they find a full-time job at a college or university. That part-time teaching provides them valuable experience and connections that make them more competitive candidates for full-time positions because they'd also be competing with candidates who have PhDs. So adjunct work is more of a long-term investment rather than an immediate return. Also, even full-time teaching jobs don't pay particularly well, so they'll really need to love teaching if they want to do it full-time. If they don't like teaching as an adjunct, they won't like doing it full-time.
What hard/technical skills are most important for Technology Education Instructors?
Dawn DeWitt-Brinks: One growing area within the profession is teaching students/clients how to communicate effectively using technology. Presenting live and pre-recorded webinars and leading effective online meetings requires technical skills and knowledge of computers and software. As a communication skills instructor, you need to teach them soft skills of presenting effectively online, the technical skills of using the equipment and software, and how to troubleshoot when problems with technology arise.
Dr. Eric Martone
Interim Dean of the School of Education, Associate Professor, History/Social Studies Education, Editor, Global Education ReviewMercy College
School of Education
What hard/technical skills are most important for Technology Education Instructors?
Dr. Eric Martone: In the era of COVID, skills with technology, particularly in the areas of remote and hybrid learning, are especially crucial.
How do you envision technology impacting Technology Education Instructors in the next 5 years?
TaVshea Smith: Technology will play a vital role in education in the next five years. The pandemic has changed the way educators think about teaching learners and interacting with families and colleagues. Educators will need to learn various instructional methods of engaging with learners, enhancing instructional practices, and using digital tools ethically and efficiently to create assignments, complete tasks, solve problems, and effectively teach students.
What technology do you think will become more important and prevalent for Technology Education Instructors in the next 3-5 years?
Dr. Karla Huebner Ph.D.: Have no idea about technology for the future.
What technology do you think will become more important and prevalent for Technology Education Instructors in the next 3-5 years?
Rev. Tracey Bianchi: It is likely that once the pandemic ends, doing church at home will remain an option for millions of people of faith. As the epidemic goes on, families and communities have become comfortable with the flexible, on-demand church option. It may be hard to get many of them back into the pews once it is safe to return to worship. The technology to support this reality will be necessary for the foreseeable future. Career options in production, streaming, and recording will be more prevalent in religious organizations than in the past.
What technology do you think will become more important and prevalent for Technology Education Instructors in the next 3-5 years?
Karina Skvirsky: That's hard to predict! I believe Facebook will become dated, and no one under 30 will be using it in the future.
Dr. Misty Anderson Ph.D
Department Head, English, Affiliate Professor of Theatre and Religious Studies, President, Tennessee University Faculty SenatesThe University of Tennessee Knoxville
College of Arts and Sciences
How do you envision technology impacting Technology Education Instructors in the next 5 years?
Dr. Misty Anderson Ph.D: No one knows precisely what the future jobs will look like, but every indication is that the best ones will involve writing and communicating at a distance. We talk about how English majors have "robot-proof" futures. That human touch, through sound, honest communication, is irreplaceable.
David Chang
Chairperson, Frost Professor of ArtFlorida International University
Department of Art and Art History
How do you envision technology impacting Technology Education Instructors in the next 5 years?
David Chang: There is no doubt technology will impact the field in the next 5-10 years. FIU's Department of Art + Art History is poised to contribute to the area with our new and fast-growing BFA in Digital Arts with tracks in Animation and Graphic Design. As one of the largest art departments (over 650 students) in the state of Florida, all our undergraduate and graduate fine arts degree programs have been designated by the Florida Department of Education as strategic or STEM degree programs.
April Dawkins Ph.D.
Assistant ProfessorThe University of North Carolina Greensboro
Library & Information Science Department
What technology do you think will become more important and prevalent for Technology Education Instructors in the next 3-5 years?
April Dawkins Ph.D.: Technology in schools is rapidly changing. Many schools have been transitioning to a one-to-one device environment in the last decade (the pandemic has put a rush on this for some districts who have been late to adopt this model). School librarians have played a significant role in the early adoption of technology and providing classroom teachers training in its practical use. In the current pandemic, school librarians have helped parents and students access technology for learning, such as online classrooms, ebooks and audiobooks, and other digital learning tools. School librarians are also powerful advocates for equity of access for all students by ensuring students have access to devices, stable broadband and the internet, and digital resources for learning and reading. While school librarians can advocate for these things, it will require a significant commitment at local, state, and national levels to ensure that ALL students truly have equity of access.
For the future, I see a growing need for school librarians to be knowledgeable about technology tools that have excellent accessibility features and promote individualized learning. We live in a world where students need to create new content and explore new ideas. Therefore, school librarians need to be well-versed in audio and video creation tools, and know the potential for augmented and virtual reality as learning tools.
David Hage
Assistant Professor, Field DirectorMisericordia University
Department of Social Work
What technology do you think will become more important and prevalent for Technology Education Instructors in the next 3-5 years?
David Hage: I have seen many social service agencies behind technological trends in the past begin to catch up as they figure out how to deliver quality services in a post-COIVD world. Examples of technologies that will likely grow might include telehealth and online meeting platforms, for example.
In-home based services, offered via technology, are not the end-all-be-all solution, but they will be an essential tool to continue to provide services while practicing appropriate social distancing protocols rapidly.The National Association of Social Workers (NASW), Association of Social Work Boards (ASWB), Council on Social Work Education (CSWE), and the Clinical Social Work Association (CSWA) have wisely developed a set of standards for technology in social work practice which can help when implementing technology in the field.
Online documentation systems and electronic medical (EMR) or health record systems (EHR) will also likely increase in use as agencies need to make employee documentation more accessible from various locations. Mobile app-based supports may increase in use among social workers, and social service web-based resources and social service directories will be likely to increase in use among social service consumers, in addition to new novel technology solutions as well.
Are there any particularly good places in the United States for Technology Education Instructors to find work opportunities?
Dr. Rodney Rohde Ph.D.: There are large vacancy rates all over the country. This is a good news/bad news issue. However, with a degree in medical laboratory science (also known as a clinical laboratory science) AND certification, one can find employment anywhere in the U.S. One of the great things about this career is that graduates honestly can decide where they "fit best" with regard to geography and employer (urban, rural, large, or small).
Are there any particularly good places in the United States for Technology Education Instructors to find work opportunities?
Dr. Jay Dorfman: There are certainly some states with teacher shortages, but that is often because those states' political or economic climates make them less desirable as a place for teachers to work. If teachers' teaching conditions and salaries were improved, there would be more people interested in entering the profession. That said, I typically tell students that the broader their search for a job can be, the more likely they are to find a good fit.
What technology do you think will become more important and prevalent for Technology Education Instructors in the next 3-5 years?
Helen Callus: For many of us instrumental professors (but not all, due to the limitations of the instrument's nature like percussion or piano), we had already been teaching remotely for some years, and been able to adjust to the current restrictions without impacting our student's experiences in lessons. Teaching remotely will be a part of the future - saving students the cost of travel, hotels, time. We are trying to find creative ways to do things we couldn't otherwise do in person, like having a busy guest from Europe, unable to fly in person but teaching a class via Zoom.
I imagine this might become part of the framework that we offer in the future. Students should understand how to present themselves in these situations, understanding sound and picture quality devices (what microphones and cameras are best), internet speeds, ethernet cables, router devices, lighting, etc. But it is an excellent opportunity to understand the media of film/video and how to create best a sound video recording for competitions, summer festivals, or college applications. We were already using that medium for prescreens, so this is a chance to refine that skill as, without doubt, that will be a part of our future.
How do you envision technology impacting Technology Education Instructors in the next 5 years?
Dragana Crnjak: Technology has expanded the potentials of art professions tremendously within the last decade and more, and helped creative professionals find connections between fields traditionally separated from art, such as science, engineering, medicine, etc. By exposing students to new technologies, such as 3D printing or laser cutting, for example, with open and creative objectives given, students are not only learning how to use these tools, they are directly engaged in the processes of discoveries where they become leaders and owners of the outcomes. These outcomes often trigger discoveries and new challenges, technical and conceptual, with technology providing ways to expand our understanding of humanity, our time, our cultures, the fundamental questions artists have been dealing with for centuries - what it means to be a human?
Marlene McCarty
Clinical Professor of Visual ArtsNew York University
Department of Art and Art Professions
How do you envision technology impacting Technology Education Instructors in the next 5 years?
Marlene McCarty: One could argue that technical skills are a must; however, such gifts have a shelf-life and must be continually reacquired. As AI automates work, the kind of independent, creative thinking taught in the arts becomes a critical skill. Technical skills are beneficial only if a visionary mind fuels their use.
Alexander Mouton
Chair, Associate ProfessorSeattle University
Department of Art, Art History & Design
How do you envision technology impacting Technology Education Instructors in the next 5 years?
Alexander Mouton: The next five years will most likely find design going ever more into screen-based media, UI/UX design, app development, etc. We hope that there will also be a new wave of more conscientious students/employees who move the needle in terms of how we relate to social media, how companies take responsibility for their products, etc.
How do you envision technology impacting Technology Education Instructors in the next 5 years?
Ye Chen Ph.D.: Technology is an integral part of this field. Technology advances will no doubt bring in new exciting research opportunities and practice innovations. As people better leverage new important technology such as virtual reality, augmented reality, artificial intelligence, machine learning, innovative research, and practices will emerge in personalized and immersive e-learning. The black swan event, the COVID 19 pandemic, will further accelerate this trend by placing an urgent call for improving people's e-learning experience.
How do you envision technology impacting Technology Education Instructors in the next 5 years?
Dr. Carrie Kondor: I believe that teachers will be more intentional and comfortable with technology. Technology will continue to be used to target specific learning needs. It provides opportunities for kinesthetic, auditory, and visual supports to pedagogy, while also opening up opportunities for students to demonstrate their learning in meaningful and creative ways. Perhaps another important note is that this pandemic has shown us that technology cannot take our teacher's place. Effective and responsive teachers are the key to student success.