Technology Literacy for Educators Exam Dumps

62-193 Exam Format | Course Contents | Course Outline | Exam Syllabus | Exam Objectives

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.



Facilitate Student Collaboration

Facilitate Skilled Communication

Facilitate Knowledge Construction

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



Related certification

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.

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62-193 PDF Sample Questions

62-193 Sample Questions

Microsoft
62-193
Technology Literacy for Educators
https://killexams.com/pass4sure/exam-detail/62-193
QUESTION: 35
You want to identify the quickest and most cost-effective method to collect the students
presentations for assessment. What should you ask the students to do?
This item is part of a case study. To view the case study information, click on the Case Study
button below.
A. Save their work to a USB drive.
B. Save their work to a shared folder on the network.
C. Print out their work and hand it in to you.
D. Email their work to you.
Answer: B
QUESTION: 36
You want to track and manage students performance data. Which type of application should
you use? This item is part of a case study. To view the case study information, click on the
Case Study button below.
A. desktop publishing
B. presentation
C. spreadsheet
D. word processing
Answer: C
QUESTION: 37
In addition to learning about symmetry, how else should the students benefit from using ICT
during the second mathematics lesson?
This item is part of a case study. To view the case study information, click on the Case Study
button below.
A. ICT will teach them data entry skills.
B. ICT will teach them computer programming skills.
C. ICT will help them develop presentation skills.
D. ICT will help them develop collaboration skills.
Answer: D
QUESTION: 38
You teachpolitical science to a class of 20 students. The students are 17 years old. Your
school has a computer lab that has access to the Internet.
Your government has an election.
You create a lesson that requires the students to spend the entire day of the election analyzing
the election results as they are announced.
You reserve the computer lab for the activity.
You want to ensure that the students can continuously record the election results. The solution
must also ensure that the students seethechanges to the political map as the resultscome in.
What should you do?
A. Have the students input the election results to a spreadsheet application and create charts to
present the results.
B. Have the students use a word processing application to create a table that presents the
election results.
C. Have the students use a spreadsheet application to build a model presenting the election
results.
D. Have the students use a spreadsheet application to import charts from the political
partiesWeb sites, and then export the charts to a presentation.
Answer: C
QUESTION: 39
The students recently started using the film editing software.
You want to ensure that the students benefit as much as possible from the filmmakers visit.
What should you do? This item is part of a case study. To view the case study information,
click on the Case Study button below.
A. Schedule the filmmaker to present a one-hour lecture to the entire class.
B. Schedule each student to individually ask the filmmaker questions.
C. Have each student email you a list of questions before the visit.
D. Have the students use a wiki to collaborate on a list of questions for the filmmaker.
Answer: D
QUESTION: 40
You are a teacher at a secondary school. You have 30 students in your class. Your classroom
contains 10 laptop computers.
You plan a project for the students. You will provide the students with information in three
different formats: audio recordings, photographs, and printed documents. The students must
combine the information to produce graphs and charts in a detailed report.
What is the best way to organize the project?
A. Divide the project into a series of separate tasks. Allocate each task to a different student.
Ask all of the students to create their own detailed report.
B. Create a rotation schedule for the classroom computers.
Ask every student touse their turn on the computer to produce their own detailed report.
C. Provide all of the information to all of the students.
Ask every student to explain how they will achieve the goals of the project.
D. Divide the classinto 10 groups.
Ask the groups to work collaborativelyto assemble the detailed report.
Answer: D
QUESTION: 41
You are an environmental education teacher.
Your students are doing a collaborative project with students from another country using
Information and Communication Technology (ICT).
You create an activity that requires your students to use presentation software to display
pictures and videos of local birds. The students will then email the presentation to the foreign
students.
You discover that the file size of the presentation exceeds the size limit set by your email
provider. You want to ensure that the students can send the presentation by email.
What should you advise the students to do?
A. In the presentation, reduce the font sizes and deactivate the custom animations.
B. Remove the pictures and the videos from the presentation.
C. Convert the presentation file to a bitmap image.
D. Compress the video files and the pictures before inserting them into the presentation.
Answer: D
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62-193 for syllabus

62-193 for syllabus :: Article Creator

direction Syllabus counsel

in addition to the eleven required accessories listed above, many instructors also find it advantageous to include counsel about or guidance on a number different subject matters. right here record is drawn from ordinary practices at SLU, as well as from the literature on beneficial syllabus development and on developing inclusive classes that aid scholar discovering and success. This list is via no means exhaustive or in order of precedence. observe: for some educational devices, objects on this record additionally may well be required. click right here for a printer-pleasant version.

additional direction tips:

  • An elevated description of the course, its priorities, key concepts, and many others.
  • path agenda with due dates for assignments, assessments, reading, and different activities
  • Disclaimer concerning the opportunity of adjustments to the route time table 

    • extra instructor suggestions:

  • teacher office region and office hours

    • more information about gaining knowledge of activities /assignments:

  • Description of casual learning actions students will have interaction in (e.g., casual in-type actions, participation expectations, carrier-studying experiences)
  • Articulation of the link between course assignments/actions and cited getting to know results, objectives, and/or competencies 

    • more information about path materials:

  • informed and/or optional readings or texts
  • suggestions about accessing electronic reserves

    • more information about pupil aid supplies:

  • school-wide academic success and guide resources

    • -- Insert and/or link to counseled textual content for the pupil Success middle right here

    -- Insert and/or link to advised textual content for university Writing services right here

    -- Insert and/or hyperlink to suggested text for the institution Counseling middle right here.

  • route-/software-specific help components [if applicable]
  • different campus resources relevant to the direction (e.g., liaison librarian, home corridor coordinator for researching neighborhood courses, and many others.) 

    • additional info about tutorial honesty:

  • Unit-stage tutorial honesty guidelines and practices [if applicable]
  • route-selected assistance on academic honesty
  • Statements of professional ethics or codes of conduct [if applicable] 

    • other tips:

  • fundamental wants syllabus security remark (like this one, which became developed at SLU to alert college students to campus resources for issues like food and shelter insecurity)
  • path etiquette/civility guidelines or different expectations about interactions between and among participants of the category
  • With a big variety of SLU classes now being performed by way of various distance schooling modalities, a school-wide informed syllabus commentary on distance training etiquette is warranted. This remark is recommended for all syllabi for all classes in any respect locations (apart from the Madrid Campus) provided through the colleges/faculties and different academic units reporting to the university Provost.
  • assistance about what will turn up in cases of inclement climate
  • counsel about important safety/protection protocols and techniques (e.g., region of eye wash stations; energetic shooter response, and so on.)
  • big difference between “excused” and “unexcused” absences [if applicable and consistent with University attendance policy]
  • commentary that pupil work in the path could be used in path/application evaluation
  • information about requirements for experiential/off-campus researching (e.g., legal responsibility waiver, heritage determine, internship gaining knowledge of contract, carrier expectations, and so forth.)

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