Google Educator Level 2 Certification Exam Answers

Related Articles

Google AI for Educators Assessment Answers

November 22, 2024

Google Adwords Certification – Google Adwords MCQ (Muliple Choice Questions) | The Digital ADDA

June 17, 2024

Introduction to Data Studio Certification Exam Answers

April 23, 2024

Google Educator Level 2 is an advanced certification program designed for educators who want to demonstrate proficiency in integrating Google for Education tools into their teaching practices. This certification builds on the skills and knowledge acquired in the Level 1 certification and delves deeper into using Google tools for enhancing student learning and collaboration.

To achieve Google Educator Level 2 certification, educators need to demonstrate their proficiency in a variety of Google for Education tools, including Google Classroom, Google Drive, Google Docs, Google Sheets, Google Slides, Google Forms, and more. They also need to showcase their ability to leverage these tools to create engaging and interactive learning experiences, facilitate collaboration among students, and effectively manage classroom workflows.

The certification process typically involves completing a series of training modules, passing an online exam, and submitting a demonstration of skills through a portfolio or other means. Once certified, educators gain access to additional resources, support, and recognition within the Google for Education community.

Overall, Google Educator Level 2 certification equips educators with the knowledge and skills needed to leverage technology effectively in the classroom, promote digital literacy among students, and enhance the learning experience for all.

Google Educator Level 2 Exam Quiz Answers

Question 1: Mr. Sprowston has determined that Google Sites offers the most flexible option to showcase different kinds of student work from his Geography classes. Use drag and drop to show the 4 different types of media which can be easily integrated into site, and which ones cannot.

Site Page integration

• Chart
• Image
• Video
• Document

Integration not possible

• Flash animation
• Game

Question 2: Mr. Vanko is marking student assignments and keeps finding incorrect facts supported by unreliable sources. What should he explain to his students about finding online sources?

• Verify all online information with textbooks
• Check the integrity of the author, and whether they are an expert on the topic
• Contact the author directly to understand their research
• Check that the website looks reputable and professional
• They shouldn’t trust any information found online

Question 3: You have given your history class an assignment to produce a document detailing key events of World War 2. What value do the Google Explore Button and Google Translate in Docs bring to this exercise?

• The entire presentation can be translated in a few clicks
• The entire text of a google Doc can be converted from one language to another language
• The power of search is tightly integrated within the application
• Convert document text into a spoken audio file in any language
• Exclusive access to educational resources online

Question 4: Ms. Yang’s students love reading books in which they can choose how the story progresses by making choices for the characters. These books are also known as “create-your-own-adventure” stories. She wants to deliver more dynamic content to her students based on their answers and discussions in class. What are some ways she can do this with google tools?

• Create Sheets that contain links to jump to a particular slide in a separate Slide presentation
• Record topics that were discussed with the most enthusiasm in a Sheet and share it with the students.
• Create Slide presentations that jump to particular slides based on certain responses or discussion points
• Create a YouTube video containing a Form with a list of questions, with responses fed directly into a Sheet
• Create Forms that redirect students to specific questions or content based on their answers

Question 5: One of your students is hoping to get elected to the school council. She has asked you for advice on how to run her election campaign. By moving the rows up and down, match the Google tool with its potential use case to show how the tools can help.

Google Tool	Use Case
Forms	Survey students on Issues
Groups	Email Campaigns
Drawings	Campaign Posters

Question 6: You are teaching a class on politics in the media, and you want your students to search for trending political stories online. What is the best and most efficient way they can find information on trending subjects?

• Create a questionnaire in Forms to send to fellow students to understand trends within a school
• Do a Google search for “Political trends” and search for relevant information
• Go to Goolge.com/trends and browse through current trends across multiple categories and countries
• Go to Google Analytics to see most viewed web pages and searches

Question 7: You strongly believe that students need a voice so they can influence their environment and make a real difference. You have decided to support the creation of a school newspaper. Move the rows up and down to match each Google tool with the way it can be used to reimagine the traditional school newspaper online.

Google Tool	Use Case
Sites	Web hosting and publishing the newspaper
Google Photos	Storing photos and images
Docs	Drafting and editing articles
YouTube	Video hosting and editing
Calendar	Assigning draft due dates and final deadlines

Question 8: Students in a programming class have asked if you can help them arrange a hackathon to support their autonomous robot development project. Move the rows up and down to show the best way each Google tool could be used to help facilitate the planning and execution of a hackathon.

Hackathon Tasks	Google tool
Creating a print-friendly schedule	Docs
Creating a project timeline to ensure everyone knows what deadlines and responsibilities they have	Sheets
Gathering feedback from other programming students on their preferred development tools	Forms
Presenting the final solution to an audience	Slides
Creating a flow diagram for the development process	Drawings

Question 9: Forms can be adaptable based on the answers provided by the recipients. For example, if they get a question wrong, they can be directed to review the content again, and retake the question. Describe the process of making a “Create-Your-Own-Adventure” quiz using forms. Move the rows up and down to put the steps in the correct order.

• Create a form
• Add a “multiple choice” or “choose from list” question
• Check the “go to page based on answer” checkbox
• Select the page you want users to redirect to based on each answer, or to submit the form
• Repeat these steps until the form is complete

Question 10: Ms Coulson is teaching her students about nutrition and eating habits in other countries. What can she do to give her students first-hand information on this subject without spending any money?

• Invite an overseas student or teacher to come into class to speak when they are available
• Arrange a Hangout with a class in a different country for a question-and-answer discussion session
• Take he students on an international road trip to try out different foods
• Host a Hangout on Air with willing schools around the world to discuss the topic and make it available to watch at a later
• Arrange a Hangout with someone she knows from a different country and pass on the information to her students

Question 11: Match each scenario of sharing resources with other educators with the most effective tool for the job by moving the rows up and down.

Scenario	Google tool
Mr. Portman has found videos that his students find particularly engaging, and wants to share them with the rest of the teachers in the school.	YouTube
Ms. Lee is quick to understand and apply new online tools in her classroom and wants to provide screencast tutorials and have discussions with teachers who are slower to adopt new technology.	Hangouts on Air
Ms. Hopkins has been teaching for decades and has a large volume of useful documents and templates she wants to share with the rest of her colleagues	Google Drive
Mr. Foster wants one location for all resources, news, and information for the geography department.	Google Sites

Question 12: Ms. May can use Gmail and Calendar proficiently, but wants to increase her productivity as she has very little time for catching up on emails and scheduling one-to-one sessions with her students. By moving the rows up and down, match the productivity gains she can receive using the following Advanced features for Gmail.

Productivity gains	G Suite tool feature
View the number of unread messages are in your inbox with a quick glance	Unread message icon
Quickly accessing additional functionality without using a mouse	Custom Keyboard shortcuts
Responding to multiple emails quickly with the same reply	Templates
View the next conversation instead of your inbox after you delete, archive, snooze, or mute a conversation	Auto-advance

Question 13: Miss Jackson wants to create a classroom full of independent learners. Why should she first teach her class how to search, browse and explore effectively online?

• So, students will understand how to get assistance beyond their teacher
• Because it’s too easy for students to get distracted by online games
• So, students can find answers to their questions quickly
• So, students never have to carry paper books again
• Because YouTube is full of disruptive content

Question 14: Mrs Wallace is a department head in a high school, and is looking at the performance grades for all students in one semester. What features can she use in Google Sheets to help analyze the data efficiently without having to search through it manually?

• Protect the sheets to keep an original copy of the data in case of errors or accidental deletion of data.
• Use the “Scan All” function to locate specific values and student names.
• Use filters to display required data and hide unwanted data.
• Use charts to visually represent student progress.

Question 15: Match the most suitable personalized learning activity with the most appropriate Google tool for the job by moving rows up and down.

Personalized learning activity	Google tool
Creating a project-based learning activity and storing all resources, research, and results in one place for relevant parties.	Google Sites
Assigning students, a set of tasks based on various online resources that they can work through.	Google Docs
Distributing a video to students to watch and answer questions on in their own time.	Google Forms

Question 16: Mr Jackson is an enthusiastic geography teacher, and wants to inspire other geography teachers to make use of Google tools to help their students understand the world they live in and meet other students overseas. What activity could he do to promote cross-continent discussions with other geography classes?

• Send a questionnaire using Forms to teachers around the world to distribute to their students asking about their life where they live
• Offer Mystery Location Calls using Hangouts with his class and other classes across the world for students to guess where they are based
• Get his students to create a group class presentation using Slides about what they do in their spare time, and share it with schools in other countries
• Send a Calendar invite to schools across the world to see who would be available for a face-to-face discussion

Question 17: Mr White is the school’s advocate for recycling and reducing paper waste for both teachers and students. What can he do, using Google tools to actively reduce paper waste in his school?

• Create a video about why recycling is important for the environment, and upload it to YouTube.
• Record teacher and student printing activity in a Sheet to identify those with high printing volumes.
• Encourage teachers to put student worksheets, downloadable forms and display student work on their own class Site.
• Run a workshop for teachers and students on how to use smart printing tools to print more efficiently.

Question 18: Using the different functionalities of Google Maps, students and teachers can create their own maps and virtual tours, and explore areas and locations across the globe. Match the functionality or Google maps tool with the correct class-based activity.

Google Maps student activity	Google Maps tool
Identify the types of stones used to build the pyramids of Giza	Street view
Recreate the journey travelled by Lewis and Clarke on their famous expedition with images at key locations	Tour Builder
Create a map of which countries you have visited and calculate the distance you’ve travelled	My Maps

Question 19: What key points do students need to understand when creating an instructional video?

• Cards should be used throughout the video as subtitles so the audience does not mishear any dialogue
• Instructional videos should be at least three minutes long, otherwise they are not detailed enough to instruct an audience
• Cards must have a clear purpose and not distract the audience from the content
• Always add humour to an instructional video to keep audiences engaged
• There is a clear goal and purpose for the video

Question 20: Ms Acton is coaching her students who struggle to write long essays, especially when it comes to finding relevant articles and citing their sources. How can her students use Google Scholar to help improve these skills?

• Request results within a date range
• Use the “Cite” tool to correctly format citations
• Access and read the entirety of all search results in a free online library
• Use the “Related Articles” feature to find additional research related to specific search results
• Search for articles by a particular author
• Find academic sources and save the links to “My library” within Scholar

Question 21: Mr Thurman has a class of mixed-ability students, and wants to use video so he can effectively teach all students at the correct pace. How can he use video instruction to help him achieve this goal?

• Give students with slower learning pace access to fun YouTube videos to watch when the class discussion gets too complex
• Use video instruction to cover the lesson material so he can spend more time with individual students that need help
• Use YouTube analytics to track which students have watched which videos, and how often they paused and rewound the video
• Give students instructional videos to watch in their own time, at their own pace, so they can ask questions about it during class
• Give faster students fun videos to watch while they wait for slower student to catch up

Question 22: Your classroom has the latest technology to allow students access to facts and figures within a few clicks. Why should your students be encouraged to become independent learners and seek out answers to questions? (Choose two.)

Select 2 Correct Responses

• To foster students’ naturally inquisitive minds
• So, the knowledge students gain is consistent
• To discourage collaboration
• So, the teacher’s workload is reduced
• So, students become masters of their own learning

Question 23: Mr Manuel wants to use Google Earth to enhance his geography lessons. Which activities could he use with his students to understand the earth’s geographical form?

• Have students to mark the geographical locations of the world’s largest volcanoes
• Zoom into street view in real time to see live camera feed in a desired location
• Compare the terrain and elevation between different locations
• Run simulations to show how islands are impacted by tsunamis

Question 24: Mr. Lim is creating a website for the science department. He wants to embed a video that his students created on the homepage. What are the steps involved in doing this? Drag and drop the steps in the correct order by moving the rows up and down.

• Create a new site and name it.
• Select the required area on the page for the video.
• Verify there’s room for welcome text and a video.
• Select “YouTube”
• Search for and click the video
• Click “Select”

Question 25: What is the best description and use for Google Scholar in a classroom?

• An online thesaurus that finds definitions and provides examples of how to use words in sentences, to help improve writing quality.
• A useful Search tool to find academic or scholarly sources, for research purposes and citation within original work.
• A curated reading list based on a specified topic and grade level, for students to find additional information outside of the class text.
• A chat tool that links students with other students to provide peer support and answer questions on a particular topic.

Question 26: Ms Erskine is explaining to her colleagues how easy it is to install add-ons, including adding a Thesaurus. What should she explain to her colleagues?

• Add-ons can be found in the Chrome Web Store and installed like any other Chrome app.
• Add-ons enhance the functionality of core G Suite apps
• Add-ons for a Google App can be found and installed from a Google Doc, Slide, Sheet or Form.