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.
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- Social / Artistic
- Curriculum objectives
The goals identified in curricula and defined learning outcomes.
- Office software
The characteristics and functioning of software programs for office tasks such as word processing, spreadsheets, presentation, email and database.
- ICT software specifications
The characteristics, use and operations of various software products such as computer programmes and application software.
The strategies and didactical methods of learning in which the main elements include the use of ICT technologies.
- 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.
- ICT hardware specifications
The characteristics, uses and operations of various hardware products such as printers, screens, and laptops.
- Prepare lesson content
Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
- 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.
- 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.
- Assist students with equipment
Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
- 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.
- Observe student's progress
Follow up on students’ learning progress and assess their achievements and needs.
- 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.
- 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 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.
- 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.
- 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.
- 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.
- 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.
- Perform classroom management
Maintain discipline and engage students during instruction.
- 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 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.
- Assist students in their learning
Support and coach students in their work, give learners practical support and encouragement.
- 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.