In the last 20 years, educational technology has exploded into the schoolhouse as a result of the exponential advances being made on a global front in technology to include the Internet, personal computing, smart phones and mobile devices. Much research has been conducted regarding the advent of integrating this technology within the core classroom content areas. When considering this study, the focus shifted from the technology integration classroom to a concept defined within this study as a technology pure classroom. A technology pure classroom is a classroom that has technology as its primary content with such subject matter as media, web design, digital imaging and computer programming.;This research helps to begin the examination of that facet of technology education through the study of technology pure teacher qualifications. The main goal of the study was to delve into the lived experiences of current and recent technology pure classroom teachers along with the administrators that hire those teachers. This research examines the systems in place for technology educator qualification within a southwestern state as it aligns with the authentic experiences of the aforementioned educators.;A qualitative phenomenological inquiry strategy was utilized using two types of interviews as the data collection method. The first interview type was a long interview of the technology pure classroom teachers. The second interview type was an electronic interview conducted with administrators that self-identify as hiring officials within their buildings. The use of purposeful sampling was employed with the teachers, as the study required them to have experienced the technology pure classroom from a teaching position. Administrators were emailed en masse with an explanation of the study and the need for the respondents to be recognized as the hiring official in their building.;The findings include a general lack of standardization in the technology pure classroom teacher qualifications from the perspective of both the teachers and the administrators. Emerging areas of concern include: the verbiage utilized at the state level to describe a technology educator, lack of access to application based technology experiences within the educational technology programs offered at a university level, a complete absence of technology content standards and benchmarks or alignment of curriculum at the state level and finally a weak professional development support system at the district level.;The end result of the study are recommendations for a systematic overhaul of the technology education framework from the state level requirements to aligned university programs to district level supports in order to achieve a standardization of technology teacher qualifications state wide.
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