The profusion of computers and educational technologies in schools has precipitated the need for staff with technological skill sets necessary for the integration and support of educational technology infrastructures across multiple platforms at schools and district levels. The purpose of the quantitative survey study was to explore technology coordinators characteristics, responsibilities, and training requirements in school districts in south-central, Texas. A total of 14 district technology coordinators participated in the study. Two hypotheses were tested using descriptive and inferential statistics of Fisher's exact test analysis to determine variation in district technology coordinators' characteristics, professional developments, and duties; and whether job responsibilities and level of technical, administrative and education experience affects training needs of district technology coordinators. Findings from the study revealed a considerable variation of different types of responsibilities, duties and professional developments of technology coordinators. There was no significant correlation between (1) preferred type of training and technology coordinator's level of technical, administrative and education experience, and (2) work responsibilities and training requirements. The study findings have implications for K-12 school districts, education leaders, and technology coordinators, state and national education boards about the disparities in technology coordinators' characteristics and duties and training needs. Presented also were recommendations for school districts, education leaders, and state education board. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]