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.
The following job titles also refer to ICT teacher secondary school:
high school information and communication technology teacher
teacher of ICT in high school
high school ICT and computing teacher
high school computing teacher
secondary school computing teacher
high school ICT teacher
secondary school ICT tutor
teacher of ICT in secondary schools
Bachelor’s degree is generally required to work as ICT teacher secondary school. However, this requirement may differ in some countries.
ISCO skill level
ISCO skill level is defined as a function of the complexity and range of tasks and duties to be performed in an occupation. It is measured on a scale from 1 to 4, with 1 the lowest level and 4 the highest, by considering:
- the nature of the work performed in an occupation in relation to the characteristic tasks and duties
- the level of formal education required for competent performance of the tasks and duties involved and
- the amount of informal on-the-job training and/or previous experience in a related occupation required for competent performance of these tasks and duties.
ICT teacher secondary school is a Skill level 4 occupation.
ICT teacher secondary school career path
These occupations, although different, require a lot of knowledge and skills similar to ICT teacher secondary school.
Long term prospects
These occupations require some skills and knowledge of ICT teacher secondary school. They also require other skills and knowledge, but at a higher ISCO skill level, meaning these occupations are accessible from a position of ICT teacher secondary school with a significant experience and/or extensive training.
Essential knowledge and skills
This knowledge should be acquired through learning to fulfill the role of ICT teacher secondary school.
Ict hardware specifications: The characteristics, uses and operations of various hardware products such as printers, screens, and laptops.
E-learning: The strategies and didactical methods of learning in which the main elements include the use of ICT technologies.
Learning difficulties: The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
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.
Ict software specifications: The characteristics, use and operations of various software products such as computer programmes and application software.
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.
Curriculum objectives: The goals identified in curricula and defined learning outcomes.
Essential skills and competences
These skills are necessary for the role of ICT teacher secondary school.
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.
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.
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.
Monitor student’s behaviour: Supervise the student’s social behaviour to discover anything unusual. Help solve any issues if necessary.
Prepare lesson content: Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
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.
Compile course material: Write, select or recommend a syllabus of learning material for the students enrolled in the course.
Observe student’s progress: Follow up on students’ learning progress and assess their achievements and needs.
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.
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.
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.
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.
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.
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.
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.
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.
Work with virtual learning environments: Incorporate the use of online learning environments and platforms into the process of instruction.
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.
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.
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.
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.
Perform classroom management: Maintain discipline and engage students during instruction.
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.
Assist students in their learning: Support and coach students in their work, give learners practical support and encouragement.
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.
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.
Optional knowledge and skills
This knowledge is sometimes, but not always, required for the role of ICT teacher secondary school. However, mastering this knowledge allows you to have more opportunities for career development.
Computer history: The history of computer development framed in a digitising society.
Adolescent socialisation behaviour: The social dynamics through which young adults live amongst each other, expressing their likes and dislikes and the rules of communication between generations.
Disability types: The nature and types of disabilities affecting the human beings such as physical, cognitive, mental, sensory, emotional or developmental and the specific needs and access requirements of disabled people.
Ict communications protocols: The system of rules which allow the exchange of information between computers or other devices via computer networks.
Human-computer interaction: The study of the behaviour and interaction between digital devices and human beings.
Pedagogy: The discipline that concerns the theory and practice of education including the various instructional methods for educating individuals or groups.
Optional skills and competences
These skills and competences are sometimes, but not always, required for the role of ICT teacher secondary school. However, mastering these skills and competences allows you to have more opportunities for career development.
Assist in the organisation of school events: Provide assistance in the planning and organisation of school events, such as the school’s open house day, a sports game or a talent show.
Identify learning disorders: Observe and detect symptoms of Specific Learning Difficulties such as attention deficit hyperactivity disorder (ADHD), dyscalculia, and dysgraphia in children or adult learners. Refer the student to the correct specialised educational expert if necessary.
Consult student’s support system: Communicate with multiple parties, including teachers and the family of the student, to discuss the student’s behaviour or academic performance.
Facilitate teamwork between students: Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
Recognise indicators of gifted student: Observe students during instruction and identify signs of exceptionally high intelligence in a student, such as showing remarkable intellectual curiosity or showing restlessness due to boredom and or feelings of not being challenged.
Escort students on a field trip: Accompany students on an educational trip outside the school environment and ensure their safety and cooperation.
Arrange parent teacher conference: Set up joined and individual meetings with students’ parents to discuss their child’s academic progress and general well-being.
Monitor educational developments: Monitor the changes in educational policies, methodologies and research by reviewing relevant literature and liaising with education officials and institutions.
Prepare youths for adulthood: Work with children and young people to identify the skills and abilities they will need to become effective citizens and adults and to prepare them for independence.
Perform ict troubleshooting: Identify problems with servers, desktops, printers, networks, and remote access, and perform actions which solve the problems.
Assist students with equipment: Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
Manage resources for educational purposes: 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.
Keep records of attendance: Keep track of the pupils who are absent by recording their names on a list of absentees.
Identify cross-curricular links with other subject areas: Recognise correlations and overlaps between your subject of expertise and other subjects. Decide on a levelled approach to the material with the teacher of the associated subject and adjust lesson plans accordingly.
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.
Oversee extra-curricular activities: Supervise and potentially organise educational or recreational activities for the students outside of mandatory classes.
ISCO group and title
2330 – Secondary education teachers
- ICT teacher secondary school – ESCO