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The individuals with the Microsoft Certified Educator certification have proven to possess the skills needed for a customizable and good learning experience. Also, these professionals are usually given more importance as compared to other specialists without the MCE certificate. In other words, this certification has a great impact on the applicants in the industry. Some of the job titles that they can pursue after completing the Microsoft 62-193 exam include a Classroom Educator and an Educational Administrator. Taking this test will also help you earn an average annual salary of about $80,000.
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Microsoft 62-193 Exam Syllabus Topics:
| Topic | Details |
|---|---|
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. |
The Microsoft 62-193 exam “Technology Literacy for Educators” is the first step to becoming a Microsoft Certified Educator. It assists one in setting up a career path that evolves with time and establishes the candidates' skills in key ICT technologies, an aim for professional development, and readiness to provide exam-takers with current tech information.
Reference: https://www.microsoft.com/en-pk/learning/exam-62-193.aspx
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What Are the Skills Measured in the Exam?
The Microsoft 62-193 exam is designed to cover a wide range of skills that any modern-era educator should own. Mainly, it focuses on seven key areas with the following subtopics:
- Real-world problem solving & innovation
The concepts involved in this section help an educator to figure out which activity is good enough to teach students to solve a real problem that is new for them, complete a task that fulfills the set requirements, etc. Also, this domain checks the educator's ability to select an appropriate strategy that makes trainees engaged in the innovation and implementation of the needed solution.
- Using ICT to become and serve as an effective educator
The last exam section is all about utilizing ICT to become an effective and result-driven educator. It assesses applicants on how to select the right ICT resource and find out its efficiency, how to address the learners' issues, and choose the right kind of pedagogical approach.
In addition to this, skills related to gaining enhanced productivity, time-management, preventing cyber-bullying, tracing the digital footprint, privacy issues management, communication forums set-up and handling, and acceptable use of ICT are well covered as well.
- Skilled communication
This exam domain is dedicated to the understanding of what it takes to establish the highest communication level between students. The candidates should know how to prepare the activities that encourage students to generate deliverable results that are based on shared ideas, are well-supported by the evidence, and are multimodal. There is also a much-needed focus on skills required for continual and unbiased student evaluation.
- Student collaboration
In this section, the candidate will show a profound understanding of the peculiarities of the studying process related to improving the students' collaboration skills. This topic also emphasizes the importance of generating activities that promote shared responsibility and zeal to deliver measurable results.
This exam domain also helps the educators to know the ways to teach the students to work interdependently, along with end-to-end management of the learning environment, and the use of software tools in the virtual and physical environments effectively.
- Self-regulation
Exam-takers should learn more about self-regulation techniques to pass the exam, including the principles of the preparation of various activities that will develop and support self-regulation of students. This domain imparts the knowledge related to creating different strategies focused on helping candidates to set learning goals. Also, it covers the monitoring of the effect of these strategies.
- Knowledge construction
This exam domain helps an educator to determine the level of any student's activity. It teaches the key point of deciding the activity level, assess the students' knowledge base, knowledge application in a new context, and fabricating activities that help students to invest their efforts and time in the development of new competencies.
- Student use of Information & Communication Tools (ICT)
In this section, the candidates will become aware of the importance of Information and Communication Tools (ICT) in the education industry and explore the ways to incorporate them in the learning process in the right way.
It covers the sub-topics like how to prepare the activities that will promote the use of ICT, solve the issues that learners are facing while using it, ensure students are doing the upright implementation of Microsoft technology tools to fulfill learning outcomes, and select the best-of-breed ICT resources. Skills associated with lab configuration issues, shared computers, and BYOD are also well covered in this domain.
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