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About Microsoft 62-193 Exam

The Microsoft 62-193: Technology Literacy for Educators exam proves that the professionals possess the global educator technology literacy competencies. It also validates that they have the required skills in offering custom and innovative learning experiences for the technology students. This test measures the expertise of the classroom educators and validates their proficiency in the 21st Century Learning Design framework. The specialists who pass the exam will get the Microsoft Certified Educator certificate. The intended audience for the test is the educators, educational administrators, and individuals who are looking to take up the job role of a Classroom Educator. This certification exam evaluates the ability of the candidates to apply different technology tools within six content domains. Microsoft 62-193 does not have any official prerequisites. However, you should get acquainted with the topics of the test in advance.

Exam Details

The Microsoft 62-193 exam can be taken in a range of languages, including English, Japanese, Chinese (Simplified), French, German, Portuguese, Spanish, Polish, Romanian, Hungarian, Bulgarian, Russian, Turkish, Arabic (Saudi Arabia), Indonesian, and Vietnamese. The applicants can register for the test through the Pearson VUE website. The regular price for the exam is $127.

Microsoft proposes the comprehensive E-learning curriculum, 21st Century Learning Design, to help the specialists prepare for this certification exam. It will help them gain a comprehension of the 21st century learners’ skills in collaboration, self-regulation, knowledge construction, problem-solving, and innovation. Moreover, it can help them understand how innovative teaching practices can support student learning. The individuals can also explore other resources available on various reputable IT platforms.

Exam Topics

The Microsoft 62-193 test contains several domains. It is recommended that the students get familiar with them in advance. The highlights of these subject areas are as follows:

  • Facilitation for Student Collaboration

    The test takers should be able to find out the level to which a specific learning activity fulfills the rubric for specified collaboration. They should also demonstrate their abilities to design activities that allow the students to work as a team and have shared responsibilities. Moreover, it is also important to have the skills in teaching the learners the way how to make independent decisions that are crucial and substantive to the success of the learning activity. In addition, the individuals need to have the competence in evaluating, analyzing, managing and designing a learning environment that facilitates the collaboration of the students.

  • Facilitation for Skilled Communication

    This domain requires that the specialists demonstrate the capacity to adapt a learning activity to meet the rubric for the highest level of skilled communication. The professionals need to have proficiency in preparing activities that allow the learners to design product deliverables that convey a set of connected ideas, are multi-modal, and are intended for a specified audience. It is also important to show abilities to assess the student product examples.

  • Facilitation for Knowledge Construction

    This section requires that the individuals find out the level to which a specific learning activity fulfills the knowledge construction rubric. It includes the skills in preparing interdisciplinary activities that allow the students to apply taught abilities within a new context. Furthermore, the applicants have to show their expertise to transform a didactic learning scenario into a learning activity that needs the students to apply newly acquired knowledge and take part in interdisciplinary learning activities.

  • Facilitation for Self-Regulation

    As for this subject area, the professionals should show their understanding of the level to which a specific learning activity fulfills the self-regulation rubric. It covers their competence in preparing long-term activities that allow the students to prepare their work, review it and revise the work based on given feedback. This module also covers the abilities of the test takers to provide the learners with the opportunities to set their learning aims, determine the best strategies to meet these aims, and check them to see if the strategies are effective.

  • Facilitation for Real World Problem Solving and Innovation

    This part needs the competence of the examinees in a comprehension of the level to which a learning activity fulfills the real-world problem-solving rubric. The applicants are required to demonstrate their expertise in preparing activities that allow the students to create solutions to new problems, complete new tasks, and design complex products that fulfill the specific requirements. This topic also covers their skills in choosing the strategy that encourages the learners to innovate, solve problems, and apply solutions that will benefit others.

  • Facilitation for Student Use of Information and Communication Tools (ICT)

    This objective covers the expertise of the individuals in an understanding of the level to which a learning activity fulfills the use of the ICT learning rubric. It also measures the competence of the test takers in preparing activities that allow the students utilize ICT in supporting knowledge construction and addressing their needs. It also requires that the examinees have the ability to fulfill the student learning outcomes by utilizing Microsoft technology tools.

  • Use of ICT to Become an Effective Educator

    The students should possess the proficiency in determining the ICT resource that supports specified education outcomes. It includes measuring a learning activity, rating the relevance of specified ICT resources, and addressing different needs of learners. The specialists need also to have the ability to choose the relevant ICT resources to reach the professional development goals, which include improving productivity and time management skills. It also covers their competence in evaluating responses to a scenario involving Digital Citizenship. This includes Internet safety, cyber-bullying, security issues, privacy issues, acceptable use, communication forums, and digital footprint.

Career Path

As mentioned above, those professionals who ace the Microsoft 62-193 exam will get the Microsoft Certified Educator certificate. The individuals with this certification are the instructional experts who have the global educator technology literacy competencies. Some of the positions that can be explored by these specialists include a Teacher of Training Colleges, a Classroom Educator, an Educational Administrator, and an In-Service Educator, among others. The average remuneration for these job roles is $44,000 per annum.

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