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 to 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.

Digital literacy teachers typically do the following tasks:

• Design and implement a digital literacy curriculum that covers foundational concepts, digital citizenship, online safety, and emerging technologies.
• Integrate digital tools, software, and platforms into lessons to enhance learning and provide practical experiences.
• Educate students about online safety, responsible digital behavior, and ethical considerations when using the internet.
• Foster critical thinking skills to help students evaluate digital content, discern reliable sources, and analyze information.
• Teach effective and responsible communication in digital formats, including emails, messaging, and social media.
• Raise awareness about cybersecurity risks and best practices for protecting personal information online.
• Introduce coding and programming concepts to develop students’ understanding of the foundations of digital technology.
• Promote media literacy by teaching students to critically assess and create digital media content, including images, videos, and websites.
• Facilitate collaborative projects that encourage teamwork and the use of digital tools for communication and productivity.
• Stay informed about emerging technologies and trends, adapting the curriculum to reflect the evolving digital landscape.
• Evaluate students’ digital literacy skills through assessments, projects, and practical exercises.

The following job titles also refer to digital literacy teacher:

digital literacy educator
computer literacy instructor
digital literacy trainer
digital literacy instructor
computer literacy teacher
digital literacy teaching practitioner
digital literacy lecturer
teacher of digital literacy
educator in digital literacy

Digital literacy teachers work in educational institutions, ranging from elementary schools to high schools and beyond. The role may also involve collaboration with technology specialists, administrators, and parents. As technology is an integral part of the curriculum, digital literacy teachers often have access to up-to-date hardware and software.

To become a digital literacy teacher, a bachelor’s or master’s degree in education, instructional technology, or a related field is typically required. Knowledge of digital tools and platforms, as well as practical experience using them, is essential. Training in digital citizenship and online safety is valuable. Continuous professional development, staying updated on technology trends, and participating in relevant workshops contribute to the ongoing success of digital literacy teachers.

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.

Digital literacy teacher is a Skill level 4 occupation.

These occupations, although different, require a lot of knowledge and skills similar to digital literacy teacher.

adult literacy teacher
further education teacher
hospitality vocational teacher
business administration vocational teacher
ICT teacher secondary school

This knowledge should be acquired through learning to fulfill the role of digital literacy teacher.

• 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.
• E-learning: The strategies and didactical methods of learning, the main elements of which include the use of ICT technologies.
• 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, presentations, email and databases.
• Curriculum objectives: The goals identified in curricula and defined learning outcomes.

These skills are necessary for the role of digital literacy teacher.

• 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.
• Prepare lesson content: Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
• Observe student’s progress: Follow up on students’ learning progress and assess their achievements and needs.
• 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 there can include streaming video and audio, live internet broadcasts, information portals, chatrooms and bulletin boards.
• Adapt teaching to student’s capabilities: Identify students’ learning struggles and successes. 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.
• 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.
• Perform ICT troubleshooting: Identify problems with servers, desktops, printers, networks, and remote access, and perform actions that 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.
• Adapt teaching to target group: Instruct students in the most fitting manner regarding the teaching context or the age group, such as a formal versus an informal teaching context, and teaching peers as opposed to children.
• 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.
• 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.
• 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.
• 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.
• 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 consider the expectations and experiences of learners from diverse cultural backgrounds. Explore individual and social stereotypes and develop cross-cultural teaching strategies.
• 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.

This knowledge is sometimes, but not always, required for the role of digital literacy teacher. 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.
• Emergent technologies: The recent trends, developments and innovations in modern technologies such as biotechnology, artificial intelligence and robotics.
• 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 software infrastructure: The infrastructure properties and specifications required to set up the e-learning environment that provides learning experiences to the audience.
• Teamwork principles: 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.
• Online moderation techniques: The strategies and methods used to interact online and moderate online users and groups.

These skills and competences are sometimes, but not always, required for the role of digital literacy teacher. However, mastering these skills and competences allows you to have more opportunities for career development.

• 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.
• Consult students on learning content: Take students’ opinions and preferences into consideration when determining learning content.
• Facilitate teamwork between students: Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
• 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.
• Create SCORM packages: Develop educational packages for e-learning platforms using the Sharable Content Object Reference Model (SCORM) standard.
• 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.
• Develop curriculum: Develop and plan the learning goals and outcomes for education institutions, as well as the required teaching methods and potential education resources.
• 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 personal administration: File and organise personal administration documents comprehensively.
• Adapt instruction to labour market: Identify developments in the labour market and recognise their relevance to the training of students.
• Identify ICT user needs: Determine the needs and requirements of ICT users of a specific system by applying analytical methods, such as target group analysis.

2356 – Information technology trainers

---

References

1. Digital literacy teacher – ESCO
2. Featured image: Photo by Christina @ wocintechchat.com on Unsplash