Profession ICT teacher secondary school

ICT teachers at secondary schools provide education to students, commonly children and young adults, in a secondary school setting. They are usually subject teachers, specialised and instructing in their own field of study, ICT. They prepare lesson plans and materials, monitor the students’ progress, assist individually when necessary, and evaluate the students’ knowledge and performance on the subject of ICT through assignments, tests and examinations.

Personality Type

• Social / Artistic

Knowledge

• Office software

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

• Computer technology

  Computers, computer networks and other information technologies and equipment that can store, retrieve, transmit and manipulate data.

• ICT software specifications

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

• Learning difficulties

  The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.

• E-learning

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

• Curriculum objectives

  The goals identified in curricula and defined learning outcomes.

• ICT hardware specifications

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

• Computer science

  The scientific and practical study that deals with the foundations of information and computation, namely algorithms, data structures, programming, and data architecture. It deals with the practicability, structure and mechanisation of the methodical procedures that manage the acquisition, processing, and access to information.

• Post-secondary school procedures

  The inner workings of a post-secondary school, such as the structure of the relevant education support and management, the policies, and the regulations.

Skills

• Assist students in their learning

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

• 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.

• Monitor student's behaviour

  Supervise the student's social behaviour to discover anything unusual. Help solve any issues if necessary.

• Maintain computer hardware

  Diagnose and detect malfunctions in computer hardware components and systems and remove, replace, or repair these components when necessary. Execute preventative equipment maintenance tasks, such as storing hardware components in clean, dust free, and non-humid spaces.

• Assign homework

  Provide additional exercises and assignments that the students will prepare at home, explain them in a clear way, and determine the deadline and evaluation method.

• Compile course material

  Write, select or recommend a syllabus of learning material for the students enrolled in the course.

• 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.

• Secondary school procedures

  The inner workings of a secondary school, such as the structure of the relevant education support and management, the policies, and the regulations.

• 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.

• Perform classroom management

  Maintain discipline and engage students during instruction.

• Monitor developments in field of expertise

  Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.

• 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.

• Manage student relationships

  Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.

• Teach computer science

  Instruct students in the theory and practice of computer science, more specifically in the development of software systems, programming languages, artificial intelligence, and software security.

• Observe student's progress

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

• 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.

• 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.

• Cooperate with education professionals

  Communicate with teachers or other professionals working in education in order to identify needs and areas of improvement in education systems, and to establish a collaborative relationship.

• Develop course outline

  Research and establish an outline of the course to be taught and calculate a time frame for the instructional plan in accordance with school regulations and curriculum objectives.

• 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.

• Maintain students' discipline

  Make sure students follow the rules and code of behaviour established in the school and take the appropriate measures in case of violation or misbehaviour.

• 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.

• Liaise with educational staff

  Communicate with the school staff such as teachers, teaching assistants, academic advisors, and the principal on issues relating to students' well-being. In the context of a university, liaise with the technical and research staff to discuss research projects and courses-related matters.

• Liaise with educational support staff

  Communicate with education management, such as the school principal and board members, and with the education support team such as the teaching assistant, school counsellor or academic advisor on issues relating the students' well-being.

• 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.

• 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.

• Work with virtual learning environments

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

Optional knowledge and skills

Source: Sisyphus ODB