[2016-MAY-NEW]Microsoft Exam 62-193 Experience for Passing the 62-193 Certification Exam[NQ1-NQ8]
2016 May – Microsoft Official News: 62-193 Exam Questions – New Case Studies Updated Today in Braindump2go.com Online IT Certification Exams Study Website!
2016 New 62-193 Exam Study Guides:
1.Demonstrate understanding of the Technology Literacy Goals described in the Competency Framework for Teachers (CFT) framework;
2.Demonstrate basic knowledge of how Information and Communication Tools (ICT) resources can support curriculum outcomes;
3.Use basic tools to support learning activities;
4.Organize and manage a standard classroom;
5.Use digital literacy tools to enhance professional performance;
NEW Case Study 1 (NEW QUESTION 1 – NEW QUESTION 8)
You are a history teacher at a school that has students between the ages of 11 and 18.
Description of Students
You class contains 30 students who are 12 and 13 years old.
Learning and Teaching Environment
The school has the following Information and Communication Technology (ICT) resources:
– Two networked computer labs that each contains 30 desktop computers. All of the computers are connected to the Internet through a Web filtering firewall. All of the computers are connected to a pool of printers and to a flatbed scanner.
– 16 laptop computers that have a wireless connection to a pool of printers and to the Internet.
– Five digital cameras, two video cameras, and one digital voice recorder.
– Video-editing software installed on all of the computers.
A Learning Management System (LMS) used for the following tasks:
– The students use the LMS to submit their work, access resources uploaded by the teachers, communicate with their teachers, and access discussion forums.
– The teachers use the LMS to upload resources for the students, assign homework, collect assignments, and grade their students’ work.
– The school administration uses the LMS to create schedules and to track student performance data.
You plan to help the school make better use of its existing ICT resources. The school administration also asks you to identify opportunities to use the ICT resources during your history lessons.
Teacher Problem Statement
The school reports that neither the teachers nor the students use the ICT resources. Also, when the ICT resources are used, they are often used for tasks that do not enhance learning.
You inform the school administration that you are interested in using new technologies during your lessons. The administration asks you to find opportunities within your subject area to develop the use of ICT resources.
Student Problem Statement
The students report that they often find historical sources in a foreign language, which hinders them from completing their assignments.
Develop the students’ understanding of past societies and of how these societies shaped the world during the twentieth century.
Professional Development Objectives
You identify the following professional development objectives:
– Develop new approaches to using digital technologies for the teaching of history.
– Develop new approaches to using source materials for the teaching of history.
The school plans to increase the use of technology during teaching.
You plan to run a learning activity that will include the following tasks:
– The students split into small groups, and each group identify a theme or a historical event.
– The students select and edit digital images that illustrate the theme or the event.
– The students create a poster to demonstrate their learning.
– The students display their posters to their peers.
What is the primary benefit of increasing the use of ICT resources during the history lessons?
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.
You plan to have an expert speaker address the students about a recent historical event.
Which two possible ICT resources should you recommend that the students use to create an accurate record of the speaker’s statements? (Each correct answer presents a complete solution. Choose two.)
A. the digital voice recorder
B. the LMS
C. an Internet connection
D. a digital camera
E. a video camera
F. the flatbed scanner
G. the printers
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?
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.
You want to identify which tasks in the planned learning activity incorporate the use of the computer lab.
Which task should you identify?
A. The students must hang the posters in the entrance hall of the school.
B. The students must assemble the images on a wall poster.
C. The students must select and edit digital images that illustrate the theme or the event.
D. The students must split into small groups and each group must identify a theme or a historical event.
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?
A. their personal mobile phone
B. an anonymous online forum
C. a generic email account of the school
D. their social network account
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.
You are a teacher at a primary school. Your students are 9 and 10 years old. Your classroom contains one desktop computer. Each student gets a 15-minute turn using the computer.
The computer is always being used during class hours.
A new student with a physical disability joins the class. The student will need to complete his writing tasks on a classroom computer until he gets his own laptop computer.
What is the least disruptive and most equitable solution?
A. Borrow a desktop computer from the school administration.
B. Provide the new student access to the classroom computer after class hours.
C. Provide the new student priority access to the classroom computer.
D. Maintain the existing rotation schedule for the classroom computer, and then pair the new student with other students during their turn on the computer.
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.
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