# 23 Ill. Adm. Code 27.460: Section 27.460 Technology Specialist

> Illinois · Regulations · In force

URL: https://www.frixlaw.com/law-library/statutes/STATE_IL_IAC_T23_P27_S27_460

## Section

- **Citation:** 23 Ill. Adm. Code 27.460
- **Heading:** Section 27.460 Technology Specialist
- **Jurisdiction:** Illinois
- **Kind:** Regulations
- **Status:** In force
- **Text as of:** August 14, 2026
- **Source:** Compiled text
- **Location:** Illinois Administrative Code / Title 23 EDUCATION AND CULTURAL RESOURCES / CHAPTER I: STATE BOARD OF EDUCATION / Part 27 STANDARDS FOR ENDORSEMENTS IN SPECIFIC TEACHING FIELDS / Section 27.460 Technology Specialist

## Text

Section 27.460  Technology Specialist
By October 1, 2024, all candidates for an endorsement as a
Technology Specialist will be required to complete a program aligned to the International
Society for Technology in Education Standards for Educators (2017) and the
International Society for Technology in Education Standards for Coaches (2017),
published by the International Society for Technology in Education, 1530 Wilson
Boulevard, Suite 730, Arlington VA 22209, and available at https://www.iste.org/
standards. (No later amendments to or editions of these guidelines are
incorporated.)  The standards effective until September 30, 2024 are as
follows:
a)         Teaching Methodology – The technology specialist will
effectively plan, deliver, and assess students' mastery of concepts and skills
relevant to learning technologies and technological literacy across the
curriculum.  The technology specialist will apply effective methods and
strategies for teaching these concepts and skills to students, educators, and
administrators in various educational settings.
1)         Knowledge Indicators – The competent technology specialist:
A)        understands how to plan, deliver, and assess students' mastery
of skills relevant to learning technologies.
B)        understands the concepts and skills relevant to learning
technologies and technological literacy across the curriculum.
2)         Performance Indicators – The competent technology specialist:
A)        designs and practices methods and strategies for teaching
concepts and skills related to learning technologies, including keyboarding,
information access, and delivery tools in classroom, lab, and administrative
settings.
B)        designs and practices methods and strategies for teaching
concepts and skills that apply classroom and administrative productivity tools.
C)        designs and practices methods and strategies for teaching
problem-solving principles and skills using technology resources
gies, including keyboarding,
information access, and delivery tools in classroom, lab, and administrative
settings.
B)        designs and practices methods and strategies for teaching
concepts and skills that apply classroom and administrative productivity tools.
C)        designs and practices methods and strategies for teaching
problem-solving principles and skills using technology resources.
D)        designs and practices methods for teaching hypermedia
development and scripting resources in a problem-solving context in a school
environment encompassing pre- kindergarten through grade 12 (P-12).
E)        designs and practices methods and strategies for heterogeneous
grouping and collaboration using learning technologies.
F)         identifies, designs and practices strategies for using
learning technologies with diverse populations such as at-risk students and
students with disabilities.
G)        identifies and supports the implementation and revision of
computer/technology literacy curriculum to reflect on-going changes in
technology.
H)        designs and implements integrated technology classroom
activities that involve teamwork and/or small-group collaboration.
I)         demonstrates methods for teaching uses of media and on-line
tools from sources such as the World Wide Web (Internet), television, audio,
print media, and graphics.
J)         describes student guidance resources, career awareness
resources, and student support activities related to computing and technology
as a career option for students.
K)        identifies professional organizations, groups, and resources
that support the field of educational computing and technology.
L)        designs a set of evaluation strategies and methods that will
assess the effectiveness of instructional units that integrate
computers/technology.
M)       designs and practices methods for teaching social, ethical, and
legal issues surrounding the responsible use of technology
ssional organizations, groups, and resources
that support the field of educational computing and technology.
L)        designs a set of evaluation strategies and methods that will
assess the effectiveness of instructional units that integrate
computers/technology.
M)       designs and practices methods for teaching social, ethical, and
legal issues surrounding the responsible use of technology.
b)         Hardware/Software Selection, Installation and Maintenance –
The technology specialist will demonstrate knowledge of selection,
installation, management, and maintenance of the infrastructure in a classroom
setting.
1)         Knowledge Indicator – The competent technology specialist
understands how to select, install, manage, and maintain the infrastructure of
technology in the classroom setting.
2)         Performance Indicators – The competent technology specialist:
A)        develops plans to configure computer/technology systems and
related peripherals in laboratory, classroom cluster, and other appropriate
instructional arrangements.
B)        identifies and describes strategies to support the development
of school/laboratory policies, procedures, and practices related to use of
computers and other learning technologies.
C)        researches, evaluates, and develops recommendations for
purchasing instructional software to support and enhance the school curriculum.
D)        researches, evaluates, and develops recommendations for
purchasing learning technology systems.
E)        designs and recommends procedures for the organization,
management, and security of hardware and software.
F)         identifies strategies for troubleshooting and maintaining
various hardware/software configurations.
G)        identifies and describes network software packages used to
operate a computer network system.
H)        configures a computer system and one or more software packages
designs and recommends procedures for the organization,
management, and security of hardware and software.
F)         identifies strategies for troubleshooting and maintaining
various hardware/software configurations.
G)        identifies and describes network software packages used to
operate a computer network system.
H)        configures a computer system and one or more software packages.
c)         Research and Theory – The technology specialist will identify
and apply educational and technology-related research, the psychology of
learning, and instructional design principles in guiding use of computers and
technology in education.
1)         Knowledge Indicator – The competent technology specialist
understands educational and technology-related research, the psychology of
learning, and instructional design principles in guiding use of computers and
technology in education.
2)         Performance Indicators – The competent technology specialist:
A)        summarizes and applies principles and practices of educational
research in educational technology.
B)        summarizes major research findings and trends related to the
use of technology in education to support integration of technology in  an
elementary and/or secondary environment.
C)        applies theories of learning, teaching, and instructional
design and their relationship to the use of technology to support learning.
D)        describes the social and historical foundations of education,
including educational reform efforts, and how they relate to the use of
technology in schools.
E)        identifies research related to human and equity issues
concerning the use of computers and related technologies in education.
F)         designs a research project that includes evaluating the use of
a specific technology in a P-12 environment
social and historical foundations of education,
including educational reform efforts, and how they relate to the use of
technology in schools.
E)        identifies research related to human and equity issues
concerning the use of computers and related technologies in education.
F)         designs a research project that includes evaluating the use of
a specific technology in a P-12 environment.
d)         Instructional Design and Product Development – The technology
specialist will develop curricular plans and teaching aids based on local, State
and national standards for the use of computers and other associated learning
technologies, integrating these across subject and content areas.
1)         Knowledge Indicator – The competent technology specialist
understands how to develop curricular plans and teaching aids based on
standards for use of computers and other learning technologies (see
"National Educational Technology Standards for Teachers" (2000),
published by the International Society for Technology in Education, 400
Charnelton Street, Eugene OR 97401-2626; no later editions or revisions are
incorporated).
2)         Performance Indicators – The competent technology specialist:
A)        designs and practices methods for teaching at least one modern
authoring tool to colleagues and students.
B)        describes, designs, and practices the characteristics and uses
of current authoring environments and evaluates their appropriateness for
classroom applications.
C)        identifies and uses local, State, and national guidelines to
develop curricular plans for integrating technology into the curriculum in the
P-12 environment.
D)        applies instructional design principles to the design of
screens, text, graphics, audio, and video in instructional products under
development.
E)        describes and practices strategies for testing and evaluating
instructional products designed
local, State, and national guidelines to
develop curricular plans for integrating technology into the curriculum in the
P-12 environment.
D)        applies instructional design principles to the design of
screens, text, graphics, audio, and video in instructional products under
development.
E)        describes and practices strategies for testing and evaluating
instructional products designed.
F)         applies instructional design principles to develop
substantive, interactive, multimedia, and computer-based instructional
products.
G)        describes, designs, and practices accepted principles of
strategic planning to facilitate curriculum design for teaching with computers
and related technologies.
e)         Information Access and Delivery – The technology specialist
will implement information access and delivery resources in P-12 schools to
support the curriculum.
1)         Knowledge Indicator – The competent technology specialist has
knowledge of information access and delivery resources in P-12 schools to
support the curriculum.
2)         Performance Indicators – The competent technology specialist:
A)        identifies and uses information access and telecommunication
tools to support research and instruction throughout the curriculum.
B)        uses and implements distance learning delivery systems,
including computer, audio, and video conferencing.
C)        creates multimedia presentations using advanced features of a
presentation tool and delivers them using computer projection systems.
D)        installs, configures, and uses local mass storage devices and
media to store and retrieve information and resources.
E)        describes issues related to selecting, installing, and
maintaining Wide Area Networks for school districts.
f)         Information Access and Delivery – The technology specialist
will install, customize, and configure the operating systems of computers and
computer networks in school settings
d uses local mass storage devices and
media to store and retrieve information and resources.
E)        describes issues related to selecting, installing, and
maintaining Wide Area Networks for school districts.
f)         Information Access and Delivery – The technology specialist
will install, customize, and configure the operating systems of computers and
computer networks in school settings.
1)         Knowledge Indicator – The competent technology specialist
understands how to install, customize, and configure the operating systems of
computers and computer networks in school settings.
2)         Performance Indicators – The competent technology specialist:
A)        identifies and describes the major operating systems associated
with computing platforms found in P-12 schools.
B)        identifies and manipulates preferences, defaults, and other
selectable features of operating systems commonly found in P-12 schools.
C)        uses and manipulates networking software to effectively manage
the operation of a Local Area Network.
D)        evaluates, troubleshoots, installs, and maintains computer
operating systems for classrooms and laboratories.
g)         Software/Hardware Selection, Installation, and Maintenance –
The technology specialist will identify and implement software in both
classroom and administrative environments.  He or she will investigate issues
related to school/site planning, purchasing, and integration of technology.
1)         Knowledge Indicator – The competent technology specialist is
aware of software in both classroom and administrative environments.
2)         Performance Indicators – The competent technology specialist:
A)        identifies and describes software used in classroom and
administrative settings, including productivity tools, information
access/telecommunications tools, multimedia/hypermedia tools, school management
tools, evaluation/portfolio tools, and computer-based instruction
th classroom and administrative environments.
2)         Performance Indicators – The competent technology specialist:
A)        identifies and describes software used in classroom and
administrative settings, including productivity tools, information
access/telecommunications tools, multimedia/hypermedia tools, school management
tools, evaluation/portfolio tools, and computer-based instruction.
B)        investigates and recommends purchasing strategies and
procedures for acquiring administrative and instructional software for
educational settings.
C)        describes evaluation criteria for software and identifies
reliable sources of software evaluations.
D)        identifies and implements methods of installation, maintenance,
inventory, and management of software libraries.
E)        develops and implements ethical and legal procedures for
maintaining software libraries.
F)         identifies and classifies assistive technology for students
and teachers with special needs and locates sources to assist in their
procurement and implementation.
h)         Instructional Program Development – The technology specialist
will develop an instructional program based on local, State, and national
standards for the use of computers and other associated learning technologies,
integrating these plans across subject and content areas.
1)         Knowledge Indicators – The competent technology specialist
understands how to develop an instructional program based on local, State, and
national standards for the use of computers and other associated learning
technologies, integrating these plans across subject and content areas.
2)         Performance Indicators – The competent technology specialist:
A)        describes and analyzes accepted principles of strategic
planning to facilitate curriculum design for teaching with computers and related
technologies.
B)        identifies and uses local, State, and national guidelines to
develop curricular plans for integrating technology in the P-12 environment
d content areas.
2)         Performance Indicators – The competent technology specialist:
A)        describes and analyzes accepted principles of strategic
planning to facilitate curriculum design for teaching with computers and related
technologies.
B)        identifies and uses local, State, and national guidelines to
develop curricular plans for integrating technology in the P-12 environment.
i)          Staff Development – The technology specialist will
demonstrate knowledge of issues and models related to leadership in staff
development.  The technology specialist will identify resources, plan, and
design staff development activities to support professional growth in learning
technologies.
1)         Knowledge Indicators – The competent technology specialist:
A)        has knowledge of issues and models related to leadership in
staff development.
B)        understands how to design staff development activities that
support professional growth in learning technologies.
2)         Performance Indicators – The competent technology specialist:
A)        plans and designs staff development programs.
B)        describes and identifies resources for staff development.
C)        plans and customizes staff development based on differing
audiences, including school and district decision-makers and the larger school
community.
j)          Facilities and Resource Management – The technology
specialist will demonstrate knowledge of issues related to facilities and
resource management.
1)         Knowledge Indicator – The competent technology specialist
understands the issues related to facilities and resource management.
2)         Performance Indicators – The competent technology specialist:
A)        describes and uses budget planning and management procedures
related to educational computing and technology facilities and resources.
B)        identifies funding sources available at local, State, and/or
national levels and collaborates on development of a grant proposal
ed to facilities and resource management.
2)         Performance Indicators – The competent technology specialist:
A)        describes and uses budget planning and management procedures
related to educational computing and technology facilities and resources.
B)        identifies funding sources available at local, State, and/or
national levels and collaborates on development of a grant proposal.
C)        plans, develops, implements, and evaluates strategies and
procedures for resource acquisition and management of technology-based systems,
including hardware and software.
D)        identifies, describes, and analyzes procedures related to basic
troubleshooting, preventive maintenance, and procurement of system-wide
technological maintenance services.
E)        describes and maintains current information involving
facilities planning issues related to computers and related technologies.
F)         designs and develops policies and procedures concerning
staffing, scheduling, and security for managing computers/technology in a
variety of instructional and administrative school settings.
k)         Managing the Change Process within Educational Reform Efforts
– The technology specialist will demonstrate knowledge of strategies for and
issues related to managing the change process as part of overall educational
reform efforts in schools and districts.
1)         Knowledge Indicator – The competent technology specialist has
knowledge of strategies for and issues related to managing the change process
as part of overall educational reform efforts in schools and districts.
2)         Performance Indicators – The competent technology specialist:
A)        evaluates school and district technology plans and recommends
improvements.
B)        discusses issues relating to building collaborations,
alliances, and partnerships involving educational technology initiatives.
C)        demonstrates knowledge of effective group process skills
efforts in schools and districts.
2)         Performance Indicators – The competent technology specialist:
A)        evaluates school and district technology plans and recommends
improvements.
B)        discusses issues relating to building collaborations,
alliances, and partnerships involving educational technology initiatives.
C)        demonstrates knowledge of effective group process skills.
D)        discusses and develops issues related to local education reform
efforts and recommends building-level changes and professional development
strategies (such as block scheduling, cross-subject units of instruction, etc.)
to facilitate the integration of technology into all content areas.
E)        uses evaluation findings to recommend modifications in
technology implementations.
l)          Professional Development – The technology specialist will
participate in professional development experiences that allow him or her to observe
the use of technology to support instruction, the management of technological
resources in educational settings, and the evaluation of the effectiveness of
technological resources in teaching and learning; and to apply technological
resources to support instruction in classroom settings.
1)         Knowledge Indicators – The competent technology specialist:
A)        understands the value of professional development experiences
in observing the use of technology.
B)        has knowledge of how to manage, evaluate, and apply
technological resources to support instruction in classroom settings.
2)         Performance Indicators – The competent technology specialist:
A)        observes and compares methods and strategies used in
educational technology in a variety of authentic educational settings (i.e.,
elementary, middle, secondary, adaptive/assistive classrooms, labs).
B)        develops and teaches a series of lessons that apply
technological resources to support instruction
tings.
2)         Performance Indicators – The competent technology specialist:
A)        observes and compares methods and strategies used in
educational technology in a variety of authentic educational settings (i.e.,
elementary, middle, secondary, adaptive/assistive classrooms, labs).
B)        develops and teaches a series of lessons that apply
technological resources to support instruction.
C)        documents and assesses a significant site-based activity
involving experiences in instructional program development, staff development,
facilities and resource management, or managing change related to technology
use in schools.
D)        documents and assesses experiences in implementing a P-12
building-based LAN (Local Area Network) and/or WAN (Wide Area Network) with
Internet connectivity.

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Source: Frix Law Library, https://www.frixlaw.com/law-library/statutes/STATE_IL_IAC_T23_P27_S27_460. Check the current official text before relying on it. Not legal advice.