Microsoft 62-193 : Technology Literacy for Educators

You create your first lesson that incorporates the use of the students' laptops.
You want to evaluate the effectiveness of the use of laptops during the lesson.
How do you determine effectiveness after one lesson?
This item is part of a case study. To view the case study information, click on the Case
Study button below.

• A. Student scores improve on a test given at the end of the lesson.
• B. Students give feedback that they enjoyed using laptops during the lesson.
• C. Students actively engage in the lesson.
• D. Students are able to access curriculum content.

You want the students to collect information from organizations that they find on the
Internet.
Which instructions or advice should you provide to the students?
This item is part of a case study. To view the case study information, click on the Case
Study button below.

• A. Only request information from organizations that have a secure Web site.
• B. Have the information sent to the student's home e-mail address.
• C. Have the information sent to the school's e-mail address.
• D. Only request information from organizations that have a Web site that requires registration.

At the beginning of the second mathematics lesson, you want to engage students and remind them of the learning objectives.
What 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. an audio recording that defines symmetry
• B. a presentation that models the learning outcome
• C. a graphics application that displays symmetrical objects
• D. a printed handout that contains an outline of the learning objectives

You want to identify the primary benefit of using ICT during the persuasive writing lesson.
Which benefit should you identify?
This item is part of a case study. To view the case study information, click on the Case
Study button below.

• A. The computer lab is used regularly.
• B. ICT helps students develop word processing skills.
• C. In today's world, writing is mostly done on a computer.
• D. Word processing applications allow students to easily edit and modify text.

============================================
Topic 1, Case Study 1
Overview
General Overview
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 andCommunication 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.
Planned Changes
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.
Objectives
Learning Objectives
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.
Organizational Goals
The school plans to increase the use of technology during teaching.
Planned Activity
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.
============================================
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.)
This item is part of a case study. To view the case study information, click on the Case
Study button below.

• A. the flatbed scanner
• B. an Internet connection
• C. a video camera
• D. the digital voice recorder
• E. the printers
• F. the LMS
• G. a digital camera