ObjectiveDomains
Microsoft Certified Educator
Technology Literacy for Educators: 62-193
OVERVIEW
The Microsoft Certified Educator (MCE)
is a professional development programthat bridges the gap between technology
skills and innovative teaching. Educators
holding a MCE certification can prove
they have the skills needed to provide
rich, customized learning experiences
for their students that incorporate critical
21st century skills using Microsoft tools.

AUDIENCE PROFILE
Candidates for this exam include
individuals preparing to become
classroom educators, current educators,
faculty at teacher training or pre-servicecolleges, educational administrators, orother professionals looking to provide
validation of competency.
The MCE: Technology Literacy for
Educators certification test is anintermediate-level examination intended
to be a valid and reliable measure ofcompetencies as measured by the
21st Century Learning Design (21CLD)
framework.

SKILLS MEASURED

1

Facilitate Student Collaboration
1.1 Determine the level to which a learning activity meets the rubric forcollaboration.

1.1.1 Prepare activites that enable students to work together, have ashared responsibility for deliverables, make decisions that aresubstantive and crucial to learning activity success, and work
interdependently.

1.1.2 Analyze, evaluate, design, and manage the learning environment tofacilitate student collaboration, given a set of resources available ina classroom.

1.1.3 Virtual environment; physical environment; software tools available.

2 Facilitate Skilled Communication
2.1 Modify a learning activity to meet the rubric for the highest level of skilledcommunication.

2.1.1 Prepare activities that enable students to create productdeliverables that convey a set of connected ideas, are multimodal,
require supporting evidence, and are designed for a specificaudience.

2.2 Evaluate student product examples to determine the level to which theymeet the skilled communication rubric.

2.2.1 Evaluate student product examples on the use of connected ideas,
multimodal approach, supporting evidence, and design for a
specific audience.

3 Facilitate Knowledge Construction
3.1 Determine the level to which a learning activity
meets the knowledge construction rubric.

3.1.1 Prepare interdisciplinary activities that enable

students to apply knowledge in a new context.

3.2 Transform a didactic learning situation into anactivity that requires students to apply knowledge
in a new context that facilitates interdisciplinary
learning.

3.2.1 Prepare activitities that enable students

to spend their time and effort developing
knowledge that is new to them and participate
in interdisciplinary learning activities.

4 Facilitate Self-Regulation
4.1 Determine the level to which a learning activity
meets the rubric for self-regulation.

4.1.1 Prepare long-term activities that enable

students to plan their own work and revise
work based on feedback.

4.2 Determine which opportunities facilitate anenvironment of self-regulation.

4.2.1 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.

Real World Problem Solving
5 Facilitateand Innovation
5.1 Determine the level to which a learning activity
meets the rubric for real world problem solving.

5.1.1 Prepare activities that enable students todevelop a solution to a problem that is new tothem, complete a task that they have not been
instructed how to do, or design a complex
product that meets a set of requirements.

5.2 Select a strategy to encourage students toStudent use of Information and
6 Facilitate
Communication Tools (ICT)
6.1 Determine the level to which a learning activity
meets the rubric for use of ICT learning.

6.1.1 Prepare activities that enable students’ useof ICT to support knowledge construction;

address the needs of diverse learners.

6.2 Fulfill student learning outcomes by using Microsoft
technology tools.

6.2.1 Identify the skills required to implement theresources.

6.3 Select the best ICT resource to help resolve or

manage the logistical challenges of reaching thedesired educational outcome.

6.3.1 Lab configuration issues; shared computers;
BYOD.

7 Use ICT to be an Effective Educator
7.1 Determine which ICT resource supports a specified
educational outcome.

7.1.1 Evaluate a learning activity; rate theappropriateness of specific ICT resources;
address the diverse needs of all learners.

7.2 Determine the appropriate pedagogical approach tomeet an educational outcome using ICT resources.

7.2.1 Planned vs. unplanned situations; appropriate
performances of understanding; different
learning styles.

7.3 Select an appropriate ICT resource to reach aprofessional development goal.

7.3.1 Improve productivity; time management skills.

7.4 Evaluate responses to a scenario involving Digital
Citizenship.

7.4.1 Internet safety; security issues; cyber-bullying;digital footprint; privacy issues; communicationforums; acceptable use.

problem-solve, innovate, and apply a solution that
benefits others in the real world.

5.2.1 Develop learning objectives that involve realworld issues.

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