Table 1Transition record

ICT trainertodigital literacy teacher

A ICT trainer already meets 27% of what the digital literacy teacher role asks for. The move turns on 22 required skills not yet in the profile.

From ICT trainer

27%

Overlap1

To digital literacy teacher

14 Skills carried over

22 Required, not held

77.3 Difficulty2

adjacent 0–30

moderate 30–55

substantial 55–75

career change 75–100

this move, 77.3

This move: 77.3 of 100 · career change

1 Share of the digital literacy teacher role’s weighted skill requirement already met by the ICT trainer profile. Required skills count in full, supplementary skills at 0.35. Directional: the figure for the reverse move differs. 2 Combines what is missing with how specialised it is, so a gap of general skills scores easier than the same number of narrow ones.

Table 2

Table 2 · What you already bring

Of the 14 skills that carry over, these are the ones fewest other occupations ask for. A digital literacy teacher role needs them, and most people applying for one will not have them already. This is the part of a ICT trainer background worth leading with.

Skill the target role also needs Area

already held technology education education
already held create SCORM packages management skills
already held e-learning software infrastructure information and communication technologies (icts)
already held design web-based courses communication, collaboration and creativity
already held develop digital educational materials communication, collaboration and creativity
already held e-learning education

All 14 carried skills, including the 8 the digital literacy teacher role treats as required.

Table 3

Table 3 · What you would need to learn

The 38 missing skills fall into 10 areas of the ESCO skill hierarchy, numbered below in the order worth working in: the areas carrying the most required skills come first, and inside each one the required skills sit above the supplementary ones.

Skill to acquire Tier

01 communication, collaboration and creativity 9 required, 3 supplementary

required, not held adapt teaching to student's capabilities required
required, not held adapt teaching to target group required
required, not held apply intercultural teaching strategies required
required, not held assist students in their learning required
required, not held demonstrate when teaching required
required, not held give constructive feedback required
required, not held prepare lesson content required
required, not held provide lesson materials required
required, not held teach digital literacy required

optional, not held consult students on learning content optional
optional, not held identify technological needs optional
optional, not held manage student relationships optional

02 education 4 required, 1 supplementary

required, not held Computer Assisted Language Learning required
required, not held instructional strategies required
required, not held assessment processes required
required, not held curriculum objectives required

optional, not held learning difficulties optional

03 working with computers 3 required, 2 supplementary

required, not held develop digital content required
required, not held use IT tools required
required, not held work with virtual learning environments required

optional, not held digital communication and collaboration optional
optional, not held problem-solving with digital tools optional

04 information and communication technologies (icts) 3 required, 1 supplementary

required, not held ICT software specifications required
required, not held ICT hardware specifications required
required, not held office software required

optional, not held screen reader optional

05 assisting and caring 2 required

required, not held assist students with equipment required
required, not held guarantee students' safety required

06 management skills 1 required, 3 supplementary

required, not held perform classroom management required

optional, not held assign homework optional
optional, not held facilitate teamwork between students optional
optional, not held manage resources for educational purposes optional

4 further areas in the appendix

Table 4

Table 4 · Where to start

The 3 entries a digital literacy teacher role is least likely to hire without. The ordering is computed from the skill data, not from what pays.

Each entry opens a course search for that skill. Career Overlap earns nothing from these links.

Appendix

Appendix · The rest of the record

All 14 skills that carry over

Skill Type

already held apply teaching strategies skill
already held assess students skill
already held design web-based courses skill
already held develop digital educational materials skill
already held digital systems knowledge
already held e-learning knowledge
already held perform ICT troubleshooting skill
already held technology education knowledge
already held create SCORM packages skill
already held develop learning curriculum skill
already held e-learning software infrastructure knowledge
already held emergent technologies knowledge
already held identify ICT user needs skill
already held online moderation techniques knowledge

The 4 learning areas not shown above

Skill to acquire Tier

07 information skills 3 supplementary

optional, not held adapt training to labour market optional
optional, not held keep personal administration optional
optional, not held monitor developments in field of expertise optional

08 arts and humanities 1 supplementary

optional, not held computer history optional

09 generic programmes and qualifications 1 supplementary

optional, not held teamwork principles optional

10 social sciences, journalism and information 1 supplementary

optional, not held digital curation optional

16 supplementary skills, helpful but not required

Skill to acquire Tier

optional, not held digital curation optional
optional, not held assign homework optional
optional, not held computer history optional
optional, not held digital communication and collaboration optional
optional, not held facilitate teamwork between students optional
optional, not held manage resources for educational purposes optional
optional, not held problem-solving with digital tools optional
optional, not held adapt training to labour market optional
optional, not held consult students on learning content optional
optional, not held identify technological needs optional
optional, not held keep personal administration optional
optional, not held learning difficulties optional
optional, not held manage student relationships optional
optional, not held monitor developments in field of expertise optional
optional, not held screen reader optional
optional, not held teamwork principles optional

31 held skills the digital literacy teacher role does not ask for

Skill Type

not needed by the target role Absorb (learning management systems) knowledge
not needed by the target role Brightspace (learning management systems) knowledge
not needed by the target role Canvas (learning management systems) knowledge
not needed by the target role Edmodo knowledge
not needed by the target role Engrade knowledge
not needed by the target role Grovo knowledge
not needed by the target role LAMS knowledge
not needed by the target role Litmos knowledge
not needed by the target role Moodle knowledge
not needed by the target role Sakai knowledge
not needed by the target role Schoology knowledge
not needed by the target role Taleo knowledge
not needed by the target role WizIQ knowledge
not needed by the target role assess employees' capability levels skill
not needed by the target role coach clients skill
not needed by the target role cognitive psychology knowledge
not needed by the target role create training materials skill
not needed by the target role deliver online training skill
not needed by the target role develop a coaching style skill
not needed by the target role evaluate training skill
not needed by the target role give live presentation skill
not needed by the target role identify training needs skill
not needed by the target role instructional design models knowledge
not needed by the target role keep up-to-date with training subjects skill
not needed by the target role learning management systems knowledge
not needed by the target role learning technologies knowledge
not needed by the target role pedagogy knowledge
not needed by the target role set up cybersecurity training programmes skill
not needed by the target role training subject expertise knowledge
not needed by the target role use different communication channels skill
not needed by the target role use presentation software skill

12 gaps that are knowledge rather than practice

Knowledge gaps usually close through study. Practical skill gaps usually need something you can point at.

Skill to acquire Tier

required, not held Computer Assisted Language Learning required
required, not held ICT software specifications required
required, not held instructional strategies required
required, not held ICT hardware specifications required
required, not held assessment processes required
required, not held curriculum objectives required
required, not held office software required
optional, not held digital curation optional
optional, not held computer history optional
optional, not held learning difficulties optional
optional, not held screen reader optional
optional, not held teamwork principles optional

Index

Other moves recorded from ICT trainer

Full index of moves from ICT trainer

Note

How this record was compiled

Both occupations are taken from ESCO, which lists the skills and knowledge each occupation is expected to have and marks every one required or optional. Nothing here is a prediction about hiring, and nothing here knows that a particular employer wants a particular certificate. Treat Table 3 as a starting point for your own research rather than a syllabus. The full method states what these figures can and cannot tell you.