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.
A language teaching and learning approach in which information technologies as well as computer-based resources are used to reinforce, present, make interactive and assess second or foreign languages to be learned.
The strategies and didactical methods of learning in which the main elements include the use of ICT technologies.
The characteristics, use and operations of various software products such as computer programmes and application software.
The techniques that instructors use to deliver lessons. The aim of these strategies is to make students become more involved in the learning process.
The educational branch that aims at providing students with the relevant knowledge skills about technology and its uses and applications.
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.
The goals identified in curricula and defined learning outcomes.
Systems to store, process and spread information in digital form. They are hardware, software and networks, as well as the ways in which these can be employed.
The characteristics, uses and operations of various hardware products such as printers, screens, and laptops.
The characteristics and functioning of software programs for office tasks such as word processing, spreadsheets, presentation, email and database.
No competences in this bucket.
No competences in this bucket.
Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.
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.
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.
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.
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.
Support and coach students in their work, give learners practical support and encouragement.
Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.
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.
Create and edit digital content in different formats, express oneself through digital means.
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.
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.
Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.
Maintain discipline and engage students during instruction.
Identify problems with servers, desktops, printers, networks, and remote access, and perform actions which solve the problems.
Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.
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.
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.
Incorporate the use of online learning environments and platforms into the process of instruction.
No competences in this bucket.
No competences in this bucket.
No competences in this bucket.
The field that deals with maintaining, preserving and adding value to digital research.
The history of computer development framed in a digitising society.
The infrastructure properties and specifications required to set up the e-learning environment which provides learning experiences to the audience.
The strategies and methods used to interact online and moderate online users and groups.
The recent trends, developments and innovations in modern technologies such as biotechnology, artificial intelligence and robotics.
The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
Software program which converts screen elements such as text, images, or buttons, displayed in the computer into Braille or speech. Assistive technology used by visually impaired or blind people to interpret what appears on the computer screen through braille output, audio icons or speech synthesisers.
The cooperation between people characterised by a unified commitment to achieving a given goal, participating equally, maintaining open communication, facilitating effective usage of ideas etc.
No competences in this bucket.
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.
Develop educational packages for e-learning platforms using the Sharable Content Object Reference Model (SCORM) standard.
Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
Determine the needs and requirements of ICT users of a specific system by applying analytical methods, such as target group analysis.
Identify the necessary resources needed for learning purposes, such as materials in class or arranged transportation for a field trip. Apply for the corresponding budget and follow up on the orders.
Identify developments in the labour market and recognise their relevance to the training of students.
Take students' opinions and preferences into consideration when determining learning content.
Develop and plan the learning goals and outcomes for education institutions, as well as the required teaching methods and potential education resources. Organise content, form, methods and technologies for delivery of study experiences.
Assess needs and identify digital tools and possible technological responses to address them. Adjust and customise digital environments to personal needs (e.g. accessibility).
File and organise personal administration documents comprehensively.
Manage the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.
Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.