I.C.T Teacher

Role Overview

This position puts technology at the centre of everyday learning, with the post-holder teaching Computer Studies/ICT while also helping learners apply digital tools confidently and responsibly across the wider curriculum. Day to day, the role blends direct classroom and computer-lab instruction with the design of original digital resources, activities and assessments that match the competency-based curriculum. It matters because learners need structured, hands-on exposure to technology from an early stage, and because colleagues rely on an in-house ICT specialist to model effective, safe and purposeful technology integration.

Key Responsibilities

• Plan, prepare and deliver Computer Studies/ICT lessons that follow the competency-based curriculum, building learners' skills progressively from basic device and file handling through to word processing, spreadsheets, presentations, internet research and introductory programming concepts.
• Create original digital learning resources, activity sheets, project briefs and assessment tasks that are explicitly mapped to curriculum strands, expected competencies and learning outcomes.
• Run practical lab sessions, including setting up and checking equipment before lessons, supervising learners at workstations, and resolving routine hardware, software and connectivity problems as they arise.
• Embed digital tools into teaching and assessment — for example interactive quizzes, collaborative online tasks and learner portfolios — and use the evidence gathered to adjust subsequent instruction.
• Assess learner progress through a mix of formative checks, practical demonstrations, projects and summative tests, maintaining accurate records and reporting outcomes to the school and to parents or guardians.
• Promote safe, ethical and responsible use of technology, reinforcing digital citizenship and acceptable-use expectations during every practical session.
• Support fellow teachers in integrating ICT into their own subjects, sharing resources, co-planning technology-enhanced lessons and offering informal peer guidance.
• Take part in departmental meetings, curriculum review and professional development, and contribute to ICT-related co-curricular activities such as clubs, competitions or school technology projects.

Requirements & Qualifications

• Education: Bachelor's degree in Education (B.Ed.), preferably with ICT or Computer Studies as a teaching subject, or an equivalent qualification acceptable for the role.
• Professional registration: Must be registered with the Teachers Service Commission (TSC) and hold a current, valid registration.
• ICT proficiency: Confident, working command of ICT and digital learning tools, including common productivity software, learning platforms and online collaboration tools.
• Technology integration experience: Demonstrated experience embedding technology into teaching and learning — planning lessons around digital tools, using them for instruction and assessment, and managing a technology-equipped learning environment.
• Curriculum resource development: Proven ability to design and produce CBE-aligned digital learning resources and activities that translate curriculum outcomes into practical, engaging tasks for learners.
• Practical and interpersonal skills: Capable of troubleshooting basic technical issues in a lab setting, managing groups of learners around shared equipment, and collaborating constructively with colleagues on cross-subject technology use.