Profession digital literacy teacher

Digital literacy teachers instruct students in the theory and practice of (basic) computer usage. They teach students digital literacy and, optionally, more advanced principles of computer science. They prepare the students with knowledge of software programmes ensure that computer hardware equipment is properly used. Digital literacy teachers construct and revise course content and assignments, and update them according to technological developments.

Personality Type

• Social / Artistic

Knowledge

• Assessment processes

  Various evaluation techniques, theories, and tools applicable in the assessment of students, participants in a programme, and employees. Different assessment strategies such as initial, formative, summative and self- assessment are used for varying purposes.

• Office software

  The characteristics and functioning of software programs for office tasks such as word processing, spreadsheets, presentation, email and database.

• Curriculum objectives

  The goals identified in curricula and defined learning outcomes.

• E-learning

  The strategies and didactical methods of learning in which the main elements include the use of ICT technologies.

• ICT hardware specifications

  The characteristics, uses and operations of various hardware products such as printers, screens, and laptops.

• ICT software specifications

  The characteristics, use and operations of various software products such as computer programmes and application software.

Skills

• Teach digital literacy

  Instruct students in the theory and practice of (basic) digital and computer competency, such as typing efficiently, working with basic online technologies, and checking email. This also includes coaching students in the proper use of computer hardware equipment and software programmes.

• Develop digital educational materials

  Create resources and instructional materials (e-learning, educational video and audio material, educational prezi) using digital technologies to transfer insight and awareness in order to improve learners’ expertise.

• Demonstrate when teaching

  Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.

• Perform ICT troubleshooting

  Identify problems with servers, desktops, printers, networks, and remote access, and perform actions which solve the problems.

• Give constructive feedback

  Provide founded feedback through both criticism and praise in a respectful, clear, and consistent manner. Highlight achievements as well as mistakes and set up methods of formative assessment to evaluate work.

• Provide lesson materials

  Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.

• Apply intercultural teaching strategies

  Ensure that the content, methods, materials and the general learning experience is inclusive for all students and takes into account the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.

• Adapt teaching to target group

  Instruct students in the most fitting manner in regards to the teaching context or the age group, such as a formal versus an informal teaching context, and teaching peers as opposed to children.

• Use IT tools

  Application of computers, computer networks and other information technologies and equipment to storing, retrieving, transmitting and manipulating data, in the context of a business or enterprise.

• Design web-based courses

  Create web-based training and instruction courses using dynamic and static online tools to deliver learning outcomes to the audience of the course. Web tools used here can include streaming video and audio, live internet broadcasts, information portals, chatrooms and bulletin boards.

• Work with virtual learning environments

  Incorporate the use of online learning environments and platforms into the process of instruction.

• Apply teaching strategies

  Employ various approaches, learning styles, and channels to instruct students, such as communicating content in terms they can understand, organising talking points for clarity, and repeating arguments when necessary. Use a wide range of teaching devices and methodologies appropriate to the class content, the learners' level, goals, and priorities.

• Prepare lesson content

  Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.

• Guarantee students' safety

  Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.

• Adapt teaching to student's capabilities

  Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.

• Perform classroom management

  Maintain discipline and engage students during instruction.

• Assist students in their learning

  Support and coach students in their work, give learners practical support and encouragement.

• Assist students with equipment

  Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.

• Assess students

  Evaluate the students' (academic) progress, achievements, course knowledge and skills through assignments, tests, and examinations. Diagnose their needs and track their progress, strengths, and weaknesses. Formulate a summative statement of the goals the student achieved.

• Observe student's progress

  Follow up on students’ learning progress and assess their achievements and needs.

Optional knowledge and skills

Source: Sisyphus ODB