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How much do instructional technology coordinator jobs pay per year?

As of Aug 19, 2026, the average yearly pay for instructional technology coordinator in the United States is $67,051.00, according to ZipRecruiter salary data. Most workers in this role earn between $48,000.00 and $77,000.00 per year, depending on experience, location, and employer.

What does an instructional technology coordinator do?

An Instructional Technology Coordinator is responsible for integrating technology into educational settings to enhance teaching and learning. They provide training and support for teachers and staff on the use of educational technology tools and resources. Additionally, they evaluate new technologies, develop digital curriculum materials, and help implement technology initiatives within schools or districts. Their goal is to ensure that technology is used effectively to improve student outcomes.

What are the key skills and qualifications needed to thrive as an instructional technology coordinator?

To thrive as an Instructional Technology Coordinator, you need expertise in instructional design, educational technology, and a background in teaching or curriculum development, often supported by a relevant degree or certification. Familiarity with learning management systems (LMS), digital content creation tools, and technology integration frameworks is typically required. Strong communication, leadership, and problem-solving skills help in training educators and driving technology adoption. These competencies ensure effective integration of technology in education, enhancing both teaching practices and student learning outcomes.

How does an instructional technology coordinator typically collaborate with teachers to integrate technology into the classroom?

Instructional Technology Coordinators work closely with teachers by providing training, resources, and ongoing support to effectively integrate digital tools into lesson plans. They often conduct workshops, model technology use in classrooms, and offer one-on-one coaching to help educators confidently incorporate technology that aligns with curriculum goals. Collaboration also includes troubleshooting technical issues, evaluating new educational technologies, and gathering feedback to improve digital learning initiatives. This hands-on partnership ensures that both teachers and students benefit from innovative, effective tech solutions in education.

What is the difference between Instructional Technology Coordinator vs Instructional Designer?

AspectInstructional Technology CoordinatorInstructional Designer
CredentialsBachelor's degree in education, instructional technology, or related field; certifications in educational technologyBachelor's or master's in education, instructional design, or related field; certifications in instructional design or e-learning
Work EnvironmentSchools, educational institutions, training centersCorporate, higher education, e-learning companies
Employer & Industry UsagePrimarily in K-12 and higher education settingsPrimarily in corporate training, higher education, and e-learning sectors

While both roles focus on enhancing learning through technology, Instructional Technology Coordinators typically manage technology integration and support in educational settings, whereas Instructional Designers develop and design instructional materials and courses, often in corporate or higher education environments.

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Instructional Technology Coordinator jobs near you
Infographic showing various Instructional Technology Coordinator job openings in the United States as of August 2026, with employment types broken down into 1% As Needed, 78% Full Time, 17% Part Time, and 4% Contract. Highlights an 85% Physical, 3% Hybrid, and 12% Remote job distribution, with an average salary of $67,051 per year, or $32.2 per hour.

SY 26/27 - INSTRL TECHNOLOGY COORD II (Discovery)

Arlington Public Schools

Arlington, VA • On-site

Full-time

Posted 9 days ago

Job description


Human Resources announces an opening for 1.0 FTE Instructional Technology Coordinator at Discovery Elementary.
Distinguishing Features of Work:
In coordination with the school principal, Supervisor of Digital Learning & Innovation, teachers, and administrative support/personnel, the Instructional Technology Coordinator (ITC) plays a crucial role in integrating instructional technologies and the Commonwealth of Virginia Digital Learning Integration Standards of Learning (SOLs) into school-based instructional programs. As educators, the ITC provides professional development, instructional and curricular design services, collaborative
teaching, coaching/mentoring, and classroom support to educators. The ITC also supports access to digital learning and assists with assessment-related tasks to enhance and enrich student learning and skill acquisition. While the role is flexible and evolves with technology, it consistently focuses on best practices in digital pedagogy. The ITC will be supported by ongoing collaboration with Supervisor of Digital Learning & Innovation, Office of Academics (supports design, implementation, and professional development for digital learning in APS).
Qualifications:
  • Bachelor's Degree in Instructional Technology, Education, or a related field. A Master's Degree is preferred.
  • Two years minimum experience (A Master's Degree providing a strong foundation for success in essential functions of this class may be substituted for both years of these two years of experience on a year-for-year basis.)
  • A Postgraduate Professional License or a Collegiate professional license issued by the Virginia State Board of Education is required. (Eligibility for Virginia Licensure/Endorsement through reciprocity may be acceptable.)
  • Experience:
  • Relevant experience in training teachers or other adults in the integration of technology for instruction and productivity.
  • Strong knowledge of Virginia's Digital Learning Integration Standards of Learning (SOLs) and Computer Science SOLs - stay current on changes made by the state standards regarding instructional technology.
  • Excellent problem-solving, written, and oral communication skills.
  • Ability to work collaboratively with teachers, administrators, and IT support staff at both the school and district level.
  • Proficiency in using iPads, MacBook Airs, PC devices (Dell), Apple iWork Suite, Google Suite, Office 365 - including Microsoft Teams, and the APS learning management systems (LMS) - Canvas.

Responsibilities:
1. Digital Literacy
  • Coach teachers on approved core resources and model instruction supporting the Virginia digital learning standards.
  • Incorporate and model design thinking strategies and other innovative approaches.
  • Use best practices in instructional technology for coaching (Apple Learning Coach/ISTE Standards/etc.)
  • Coach and model how to guide students in engaging with and expressing their ideas through multimedia product creation and multimodal methods, including visual, auditory, and interactive techniques.
  • Provide professional development opportunities, training, and support to instructional staff in the integration of technology to support instruction and personalized learning for students.
  • Collaborate with teachers to meaningfully and effectively integrate technology into teaching, including lesson design, pedagogy mentorship, modeling strategy, and co-teaching.
  • Research and share technology-based instructional strategies and tools with staff
  • Support and extend staff and student learning through the use of online and blended learning strategies, digital content, and collaborative learning networks.
  • Take on leadership roles to develop and support educational technology initiatives.
  • Pursue certifications that enhance expertise, such as Apple Teacher and Apple Learning Coach certifications.
  • Lead district-wide technology initiatives and serve as a liaison for communications between Central Office and school staff.
  • Collaborate with central office staff to introduce and promote the meaningful integration of Core educational technology tools.
  • Support central office staff and content offices by sharing expertise on integrating instructional technology and best practices for digital learning in the K-12 curriculum.
  • Provide training on Core tools for school office staff and other scale staff as appropriate.
  • Guide and support staff on generative AI by staying updated on AI developments, promoting tiered training opportunities for staff on approved resources.
  • Disseminate information on approved tools and APS processes related to the digital resource life cycle.
  • Train and support staff on the APS Canvas Requirements & Best Practices
  • Advocate for student agency by modeling personalized learning lessons that incorporate voice and choice.
  • Support the integration of digital citizenship as a part of K-12 instruction. Support, co-teach, lead, and model lessons for staff and students throughout the school year.
  • Serve as a content expert and point of contact for ITC peers, sharing knowledge on specific digital resources and best practices for integrating digital learning.
  • Facilitate learning opportunities for ITC peers and other staff on emerging instructional technology trends
  • Create resources and model activities that promote a greater understanding of VA Computer Science Standards and STEM-focused instruction in collaboration with classroom teachers.
  • Communicate district-wide processes and policies regarding digital resources to school staff, ensuring intentional system integrity and adherence to responsible use guidelines.

2. Support Access to Digital Learning
  • Support access to learning by fulfilling Level 1 technical support responsibilities, including resetting student passwords, serving as a primary point of contact for core digital resources, and providing software support for staff and students as defined in the APS Support Model.
  • Actively participate in the Software Support Model, including training and guiding teachers in the proper use of the support tickets, and streamline the ticketing system workflow to ensure efficient and timely resolution of issues.
  • Coordinate with assistive technology specialists, and other IT support personnel as needed, to ensure technology supports learning at all times.
  • Assist school staff in using technology to analyze student performance data, including standardized test scores and formative assessments, to identify trends and areas for improvement.
  • Assist content offices with data-driven decision-making by evaluating the effectiveness of digital resources used for instructional practice.
  • Assess the effectiveness of digital tools and resources in enhancing student learning, recommend adjustments based on data, and help school administrators and supervisors interpret assessment results to tailor instructional strategies.
  • Track the implementation of curriculum changes and instructional practices to be sure they are achieving desired outcomes.
  • Review and evaluate school software requests for their impact on student learning, and manage accordingly.
  • Collaborate with teachers or groups of teachers in Collaborative Learning Teams (CLTs) to integrate technology into instruction.
  • Collaborate with teacher teams and leadership teams to facilitate the coaching cycle with the goal of promoting self-inquiry and improvement of teacher practice.
  • Assist with curriculum development and the meaningful integration of technology into content.
  • Distribute and promote the use of the approved digital resource list to school staff.
  • Provide direct support through coaching, training, and professional development in the integration of personalized deeper learning pathways and SAMR model into teacher practice.
  • Support the implementation of the division and state technology plan.
  • Participate in the district-wide Instructional Technology Review Committee as needed.
  • Promote design learning.
  • Support inventory of school-based technology - primarily at the end of the year.
  • Advocate for digital learning and core digital resource integration with curriculum, teaching strategies, and other educational areas.
  • Support administrators' understanding of the Virginia Digital Learning Standards and how they are integrated into the core curriculum.
  • Facilitate or conduct instructional technology-related community events and workshops.
  • Assess levels of community access and engagement with instructional technology.
  • Assist in communication with the community to increase understanding of digital citizenship, digital safety, digital identity and its role in school community and safety.

3. Assessment
  • Use various standards and techniques, including International Society for Technical Education (ISTE) standards, to help assess the effectiveness of instructional technology integration at the school(s) of assignment.
  • Track and report teacher progress with APS Canvas requirements for instruction and classroom communication..
  • Support the School Testing Coordinator's technology-related needs for mandatory testing.
  • Refer to the APS Assessment Readiness for ITC/Tech/STC document to ensure technology related needs are addressed for mandatory testing.
  • Conduct personal professional learning, including research relating to professional growth goals, related conference attendance, workshops, and coursework.
  • Integrate the Virginia digital learning standards into the curriculum.
  • Coach learners in understanding the role of data and performance in being advocates for their learning.
  • Outline the importance of the acceptable use policy to ensure applications and student accounts meet digital safety standards and terms of use.
  • Facilitate administrator understanding of digital citizenship, digital safety, and digital identity and its role in school community and safety.
  • Support administrators by staying aware of emerging trends in digital safety.
  • Support the resolution of digital safety issues that affect student learning.

Salary:
Based on 26/27 Pay Plan. Newly hired individuals with previous experience in their field may receive salary credit for up to 5 years of experience related to the job being filled.
Arlington Public Schools is an Equal Opportunity Employer
It is the policy of the Arlington School Board, as stated in Policy G-2.30, Employee Relations - Equal Employment Opportunity - that "Employment opportunities shall not be restricted, abridged or otherwise adversely affected on the basis of race, national origin, creed, color, religion, gender, age, economic status, sexual orientation, national origin, marital status, genetic information, gender identity or expression, and/or disability."

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