Exam: 62-193
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62-193 Technology Literacy for Educators
Certification details
Job role: Developer
Required exams: 62-193
The Microsoft Certified Educator (MCE) certification validates that educators
have the global educator technology literacy competencies needed to provide a
rich, custom learning experience for students. MCE certification is ideal for
educators-in-training, faculty of teacher training colleges, and in-service
educators.
Microsoft offers a comprehensive e-learning curriculum, 21CLD, to help educators
prepare for this rigorous exam.
Skills measured
Facilitate student collaboration
Facilitate skilled communication
Facilitate self-regulation
Facilitate real-world problem solving and innovation
Facilitate student use of Information and Communication Tools (ICT)
Use ICT to be an effective educator
Microsoft Certified Educator – Skills Measured
NOTE: The bullets that appear below each of the skills measured are intended
to illustrate how we are assessing that skill. This list is not definitive or
exhaustive.
NOTE: In most cases, exams do NOT cover preview features, and some features will
only be added to an exam when they are GA (General Availability).
Facilitate Student Collaboration
Determine the level to which a learning activity meets the rubric for
collaboration
* prepare activities that enable students to work together, have a shared
responsibility for deliverables, make decisions that are substantive and crucial
to learning activity success, and work interdependently.
* analyze, evaluate, design, and manage the learning environment to
facilitate student collaboration, given a set of resources available in a
classroom.
* virtual environment; physical environment; software tools available.
Facilitate Skilled Communication
Modify a learning activity to meet the rubric for the highest level of skilled
communication
* prepare activities that enable students to create product deliverables
that convey a set of connected ideas, are multimodal, require supporting
evidence, and are designed for a specific audience.
Evaluate student product examples to determine the level to which they meet
the skilled communication rubric
* evaluate student product examples on the use of connected ideas,
multimodal approach, supporting evidence, and design for a specific audience.
Facilitate Knowledge Construction
Determine the level to which a learning activity meets the knowledge
construction rubric
* prepare interdisciplinary activities that enable students to apply
knowledge in a new context.
Transform a didactic learning situation into an activity that requires
students to apply knowledge in a new context that facilitates interdisciplinary
learning
* prepare activities that enable students to spend their time and
effort developing knowledge that is new to them and participate in
interdisciplinary learning activities.
Facilitate Self-Regulation
Determine the level to which a learning activity meets the rubric for
self-regulation
* prepare long-term activities that enable students to plan their own work
and revise work based on feedback.
Determine which opportunities facilitate an environment of self-regulation
* provide students with opportunities to set their learning goals,
decide on the best strategies to achieve these goals, and monitor to see if
these strategies are working.
Facilitate Real World Problem Solving and Innovation
Determine the level to which a learning activity meets the rubric for real
world problem solving
* prepare activities that enable students to develop a solution to a
problem that is new to them, complete a task that they have not been instructed
how to do, or design a complex product that meets a set of requirements.
Select a strategy to encourage students to problem-solve, innovate, and apply
a solution that benefits others in the real world
* develop learning objectives that involve real-world issues.
Facilitate Student use of Information and Communication Tools (ICT)
Determine the level to which a learning activity meets the rubric for use of
ICT learning
* prepare activities that enable students’ use of ICT to support knowledge
construction; address the needs of diverse learners.
Fulfill student learning outcomes by using Microsoft technology tools
* identify the skills required to implement the resources.
Select the best ICT resource to help resolve or manage the logistical
challenges of reaching the desired educational outcome
* Lab configuration issues; shared computers; BYOD.
Use ICT to be an Effective Educator
Determine which ICT resource supports a specified educational outcome
* evaluate a learning activity; rate the appropriateness of specific
ICT resources; address the diverse needs of all learners.
Determine the appropriate pedagogical approach to meet an educational outcome
using ICT resources
* planned vs. unplanned situations; appropriate performances of
understanding; different learning styles.
Select an appropriate ICT resource to reach a professional development goal
* improve productivity; time management skills.
Evaluate responses to a scenario involving Digital Citizenship
* internet safety; security issues; cyber-bullying; digital footprint;
privacy issues; communication forums; acceptable use.
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QUESTION: #:1
You have to recommend a solution to help the students solve their problem
regarding the historical sources. The problem must be solved as quickly as
possible.
What should you recommend?
This item is part of a case study. To view the case study information, click on
the Case Study button below.
A. Modify the language settings on the students’ desktop or laptop computers.
B. Email the source text to a language teacher at the school.
C. Use an Internet-based translation tool.
D. Use a social networking site to connect with students in other countries and
upload the text to the social networking site.
Answer: C
QUESTION: #:2
You teach a class of 20 students. Your classroom contains six computers. You
run an activity that is carried out mostly on paper.
Before the end of the activity, the students will require access to the
computers. Which lesson structure should provide the best learning experience
for the students?
A. Create several different activities that require the computers at different
stages during the lesson.
B. Execute the computer-based portion of the activity as a class demonstration.
C. Modify the tasks of the lesson so that only some of the students require
access to the computers.
D. Have all of the students perform the same activity and instruct the students
to take turns using the computers.
Answer: D
QUESTION: #:3
What is the primary benefit of increasing the use of ICT resources during
the history lessons?
This item is part of a case study. To view the case study information, click on
the Case Study button below.
A. The students will have access to a greater range of learning resources.
B. The students will more easily and quickly submit their assignments.
C. The students will stay on task throughout the lessons.
D. The students will deliver assignments that are clearer and more presentable.
Answer: A
QUESTION: #:4
As an extension activity to the planned learning activity, you ask some of
the students to contact external experts to gather additional information about
the historical events.
You want to ensure that the students use an appropriate means of communication
when they contact the experts.
What should you advise the students to use?
This item is part of a case study. To view the case study information, click on
the Case Study button below.
A. their personal mobile phone
B. an anonymous online forum
C. a generic email account of the school
D. their social network account
Answer: C
QUESTION: #:5
You are a teacher at a secondary school. You work closely with the school
administration.
A group of parents questions the large sum of money that the school invests in
Information and Communication
Technology (ICT) resources.
You are requested to prepare a response on behalf of the school. On which
argument will you base your response?
A. Modern economies increasingly require a workforce that has good typing
skills, so the school must try to incorporate computers into all its activities.
B. Modern economies are increasingly based on knowledge and information, so
students must learn the skills required to handle information.
C. The business sector in modern economies increasingly expects schools to
produce students who are qualified in financial knowledge.
D. Modern economies increasingly depend on the growth of the computer
manufacturing industry, an economic sector that schools must support.
Answer: B
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