ICT teacher secondary school jobs in Finland
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 studentsâ progress, assist individually when necessary, and evaluate the studentsâ knowledge and performance on the subject of ICT through assignments, tests and examinations.
ICT teacher secondary school - Which skills are essential?
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.
Ensure all students falling under an instructor or other person’s supervision are safe and accounted for. Follow safety precautions in the learning situation.
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.
Supervise the student's social behaviour to discover anything unusual. Help solve any issues if necessary.
Prepare content to be taught in class in accordance with curriculum objectives by drafting exercises, researching up-to-date examples etc.
Keep up with new research, regulations, and other significant changes, labour market related or otherwise, occurring within the field of specialisation.
Write, select or recommend a syllabus of learning material for the students enrolled in the course.
Follow up on students’ learning progress and assess their achievements and needs.
The characteristics, uses and operations of various hardware products such as printers, screens, and laptops.
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 the relations between students and between student and teacher. Act as a just authority and create an environment of trust and stability.
Identify the learning struggles and successes of students. Select teaching and learning strategies that support students’ individual learning needs and goals.
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.
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.
The strategies and didactical methods of learning in which the main elements include the use of ICT technologies.
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.
The learning disorders some students face in an academic context, especially Specific Learning Difficulties such as dyslexia, dyscalculia, and concentration deficit disorders.
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.
The inner workings of a post-secondary school, such as the structure of the relevant education support and management, the policies, and the regulations.
The characteristics, use and operations of various software products such as computer programmes and application software.
Present to others examples of your experience, skills, and competences that are appropriate to specific learning content to help students in their learning.
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.
Incorporate the use of online learning environments and platforms into the process of instruction.
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.
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.
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.
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.
Maintain discipline and engage students during instruction.
The characteristics and functioning of software programs for office tasks such as word processing, spreadsheets, presentation, email and database.
The inner workings of a secondary school, such as the structure of the relevant education support and management, the policies, and the regulations.
Support and coach students in their work, give learners practical support and encouragement.
Computers, computer networks and other information technologies and equipment that can store, retrieve, transmit and manipulate data.
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.
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.
The goals identified in curricula and defined learning outcomes.
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.
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.
ICT teacher secondary school - Which skills are useful but not essential?
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.
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.
Communicate with multiple parties, including teachers and the family of the student, to discuss the student's behaviour or academic performance.
Encourage students to cooperate with others in their learning by working in teams, for example through group activities.
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.
The history of computer development framed in a digitising society.
Accompany students on an educational trip outside the school environment and ensure their safety and cooperation.
The social dynamics through which young adults live amongst each other, expressing their likes and dislikes and the rules of communication between generations.
Set up joined and individual meetings with students' parents to discuss their child's academic progress and general well-being.
Monitor the changes in educational policies, methodologies and research by reviewing relevant literature and liaising with education officials and institutions.
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.
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.
The system of rules which allow the exchange of information between computers or other devices via computer networks.
Identify problems with servers, desktops, printers, networks, and remote access, and perform actions which solve the problems.
Provide assistance to students when working with (technical) equipment used in practice-based lessons and solve operational problems when necessary.
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.
The study of the behaviour and interaction between digital devices and human beings.
The discipline that concerns the theory and practice of education including the various instructional methods for educating individuals or groups.
Keep track of the pupils who are absent by recording their names on a list of absentees.
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.
Ensure that the necessary materials for teaching a class, such as visual aids, are prepared, up-to-date, and present in the instruction space.
Supervise and potentially organise educational or recreational activities for the students outside of mandatory classes.