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Technology Literacy for Educators (62-193) Practice Exam

Technology Literacy for Educators (62-193) Certification Exam

About Technology Literacy for Educators (62-193) Certification Exam

The Technology Literacy for Educators exam is a competency-based certification offering. Technology neutral, this exam validates instructor proficiency in assimilating ICT tools into the six content domains of the UNESCO ICT Competency Framework for Educators. Passing the Technology Literacy for Educators (62-193) exam also offers pre-service or in-service educators a credential to differentiate themselves with current and future employers.

Exam Details

  • Languages: English, German, French, Arabic, Chinese (Simplified), Spanish, Indonesian, Portuguese, Russian, Polish
  • Audiences: Educators
  • Technology: Multiple technologies
  • Credit toward certification Microsoft Certified Educator
  • Price: $127 USD

Note: The Microsoft Certified Educator (MCE) is a professional development program that bridges the gap between technology skills and innovative teaching. Educators holding an MCE certification can prove they have the skills needed to provide rich, customized learning experiences for their students that incorporate critical 21st-century skills using Microsoft tools.

Who should take this exam?

Candidates for this exam include individuals preparing to become classroom educators, current educators, faculty at teacher training or pre-service colleges, educational administrators, or other professionals looking to provide validation of competency.
The MCE: Technology Literacy for Educators certification test is an intermediate-level examination intended to be a valid and reliable measure of competencies as measured by the 21st Century Learning Design (21CLD) framework.

Course Structure for Technology Literacy for Educators (62-193) Certification Exam

1.    Facilitate Student Collaboration
1.1 Determine the level to which a learning activity meets the rubric for collaboration.
1.1.1 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.
1.2 Analyze, evaluate, design, and manage the learning environment to facilitate student collaboration, given a set of resources available in a classroom.
1.2.1 Virtual environment; physical environment; software tools available.

2.    Facilitate Skilled Communication
2.1 Modify a learning activity to meet the rubric for the highest level of skilled communication.
2.1.1 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.
2.2 Evaluate student product examples to determine the level to which they meet the skilled communication rubric.
2.2.1 Evaluate student product examples on the use of connected ideas, multimodal approach, supporting evidence, and design for a specific audience.

3.    Facilitate Knowledge Construction
3.1 Determine the level to which a learning activity meets the knowledge construction rubric.
3.1.1 Prepare interdisciplinary activities that enable students to apply knowledge in a new context.
3.2 Transform a didactic learning situation into an activity that requires students to apply knowledge in a new context that facilitates interdisciplinary learning.
3.2.1 Prepare activities that enable students to spend their time and effort developing knowledge that is new to them and participate in interdisciplinary learning activities.

4.    Facilitate Self-Regulation
4.1 Determine the level to which a learning activity meets the rubric for self-regulation.
4.1.1 Prepare long-term activities that enable students to plan their own work and revise work based on feedback.
4.2 Determine which opportunities facilitate an environment of self-regulation.
4.2.1 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.

5.    Facilitate Real-World Problem Solving and Innovation
5.1 Determine the level to which a learning activity meets the rubric for real-world problem-solving.
5.1.1 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.
5.2 Select a strategy to encourage students to problem-solve, innovate, and apply a solution that benefits others in the real world.
5.2.1 Develop learning objectives that involve real-world issues.

6.    Facilitate Student use of Information and Communication Tools (ICT)
6.1 Determine the level to which a learning activity meets the rubric for use of ICT learning.
6.1.1 Prepare activities that enable students’ use of ICT to support knowledge construction; address the needs of diverse learners.
6.2 Fulfill student learning outcomes by using Microsoft technology tools.
6.2.1 Identify the skills required to implement the resources.
6.3 Select the best ICT resource to help resolve or manage the logistical challenges of reaching the desired educational outcome.
6.3.1 Lab configuration issues; shared computers; BYOD.

7.    Use ICT to be an Effective Educator
7.1 Determine which ICT resource supports a specified educational outcome.
7.1.1 Evaluate a learning activity; rate the appropriateness of specific ICT resources; address the diverse needs of all learners.
7.2 Determine the appropriate pedagogical approach to meet an educational outcome using ICT resources.
7.2.1 Planned vs. unplanned situations; appropriate performances of understanding; different learning styles.
7.3 Select an appropriate ICT resource to reach a professional development goal.
7.3.1 Improve productivity; time management skills.
7.4 Evaluate responses to a scenario involving Digital Citizenship.
7.4.1 Internet safety; security issues; cyber-bullying; digital footprint; privacy issues; communication forums; acceptable use

Exam format

Each delivery of the exam will contain approximately 50 items. It will contain both case study and multiple-choice questions. You should allow two hours to take the exam. The case study exam format uses scenarios that simulate how educators might use ICT resources as they prepare for and conduct their classes. Case studies may contain separate sections (e.g., Learning and Teaching Environment, Student Objectives, Professional Development Objectives). Candidates answer several questions based on information provided in the case study.

MCE (exam is 50 minutes): 62-193 Technology Literacy for Educators – 45 Questions

Sample questions

The types of questions that appear on the exam will vary, but may include one or more of the following:

  • Multiple-choice, single answer
  • Multiple-choice, multiple answers
  • Best answer
  • Extended matching
  • Hot area
  • Drag-and-drop
  • Build list and reorder
  • Simulations
  • Short answer

The following questions are representative of those that you can expect to see associated with each case study. These items are samples only and will not appear on an actual exam.

Sample 1
Your students have accomplished the learning objectives and submitted their work. You need to show the work to parents at the next parent-teacher conference. You want to display the work in a continuous loop for three hours on a computer screen. Which resource should you use to display the student work?

  • Word processing software
  • Web publishing software
  • Presentation software
  • Desktop publishing software
  • Picture editing software

Sample 2
What ICT skills do your students need to develop to meet learning objectives?

  • How to use a database to store information
  • How to carry out effective Internet searches
  • How to download files to a removable storage device
  • How to edit photos in an image-editing package

Course Summary and Objectives

This course provides a rationale for the need to develop 21st-century skills among our students. It presents the key 21st-century skills of; collaboration, knowledge construction, self-regulation, problem-solving and innovation, information and communications technology (ICT) for learning, and skilled communication. It explores what learning looks like in the 21st century and how innovative teaching practices can support student learning to develop these skills.

Study Guide

The new MCE exam is all about applying 21st Century learning design rubrics to classroom scenarios using Microsoft tools. To successfully pass this exam, you will want to master the 21CLD curriculum and have a working understanding of a variety of Microsoft tools. This resource page will direct you to the best resources to help you prepare.
To pass the MCE exam, you should have a strong understanding of the "Big Ideas" in each section of the notebook, have a complete understanding of the vocabulary used, and be able to apply each of the 6 rubrics to a classroom scenario/learning activity.
21st Century Learning Design (21CLD) for Educators is a collection of 8 courses with 3-6 lessons in each course. This learning path provides teachers with clear and practical ways to develop 21st skills using digital technologies with their students. Through a collection of videos, 21st Century Learning Design for Educators builds on the ITL research methodology providing a collaborative, practice-based process to help educators transform how they design enriching learning activities for their students.

Retake policies

  • If a candidate does not achieve a passing score on an exam the first time, the candidate must wait 24 hours before retaking the exam.
  • If a candidate does not achieve a passing score the second time, the candidate must wait 7 days before retaking the exam a third time.
  • A seven-day waiting period will be imposed for each subsequent exam retake.
  • A candidate may not take a given exam any more than five times per year (12 months). This 12-month period would start the day of the fifth unsuccessful exam retake. The candidate would then be eligible to retake the exam 12 months from that date. In order to take a given exam more than five times per year, a candidate must submit a request and obtain prior permission from Microsoft.
  • If a candidate achieves a passing score on an MCE exam, the candidate cannot take it again.

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