The Pre-K Technology Applications TEKS include having the child open and navigate through software programs, follow basic oral or visual cues for successful program operation; use and name a variety of input devices (such as keyboard, mouse); operate voice/sound recorders and touch screens; use software applications to create and express own ideas; and recognize that information is accessible through the use of technology. These skills lay the foundation for student performance in future grades in that the further a child advances in school, the more he will utilize these basic technology skills and base future knowledge on these stepping stones. These skills are further developed for grades K-2, whereupon new skills will be added in grades 3-5, which will help the student when he reaches grades 6-8, whereupon the skills obtained in those grades will help the student when he reaches grades 9-12. This spiraling curriculum is designed so that the skills the student learns early will be utilized and developed further as the child progresses through the school system.
An example of the spiraling curriculum using a specific skill can be seen with the domain of Foundations through grades preK-12.
Pretty much everything a child must do in PreK is considered a Foundations level strand. These skills help a student move to the K-2 level Foundation strands. Grades K-2 must be introduced to:
(1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:
(A) use technology terminology appropriate to the task;
(B) start and exit programs as well as create, name, and save files; and
(C) use networking terminology such as on-line, network, or password and access remote equipment on a network such as a printer.
(2) Foundations. The student uses data input skills appropriate to the task. The student is expected to:
(A) use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen;
(B) use proper keyboarding techniques such as correct hand and body positions and smooth and rhythmic keystroke patterns as grade-level appropriate;
(C) demonstrate touch keyboarding techniques for operating the alphabetic, numeric, punctuation, and symbol keys as grade-level appropriate;
(D) produce documents at the keyboard, proofread, and correct errors; and
(E) use language skills including capitalization, punctuation, spelling, word division, and use of numbers and symbols as grade-level appropriate.
(3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to:
(A) follow acceptable use policies when using computers; and
(B) model respect of intellectual property by not illegally copying software or another individual's electronic work.
In grades 3-5, these skills are further mastered in the Foundations strand (new skills are in bold):
(1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:
(A) use technology terminology appropriate to the task;
(B) save and delete files, uses menu options and commands, and work with more than one software application;
(C) identify and describe the characteristics of digital input, processing, and output;
(D) delineate and make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats and cross platform connectivity; and
(E) access remote equipment on a network such as a printer or other peripherals.
(2) Foundations. The student uses data input skills appropriate to the task. The student is expected to:
(A) use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen;
(B) use proper keyboarding techniques such as correct hand and body positions and smooth and rhythmic keystroke patterns;
(C) demonstrate touch keyboarding techniques for operating the alphabetic, numeric, punctuation, and symbol keys as grade-level appropriate;
(D) produce documents at the keyboard, proofread, and correct errors;
(E) use language skills including capitalization, punctuation, spelling, word division, and use of numbers and symbols as grade-level appropriate; and
(F) demonstrate an appropriate speed on short timed exercises depending upon the grade level and hours of instruction.
(3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to:
(A) follow acceptable use policies when using computers; and
(B) model respect of intellectual property by not illegally copying software or another individual's electronic work.
In middle school, students are expected to know and utilize this prior knowledge, which will help them master the following Foundations skills, which have been added to extensively (all new skills are in bold), and in Foundations 2, the student moves from "uses" to "demonstrates proficiency in" :
(1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:
(A) demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components;
(B) compare, contrast, and appropriately use the various input, processing, output, and primary/secondary storage devices;
(C) demonstrate the ability to select and use software for a defined task according to quality, appropriateness, effectiveness, and efficiency;
(D) delineate and make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats and cross platform connectivity;
(E) use technology terminology appropriate to the task;
(F) perform basic software application functions including, but not limited to, opening an application program and creating, modifying, printing, and saving documents;
(G) explain the differences between analog and digital technology systems and give examples of each;
(H) use terminology related to the Internet appropriately including, but not limited to, electronic mail (e-mail), Uniform Resource Locators (URLs), electronic bookmarks, local area networks (LANs), wide area networks (WANs), World Wide Web (WWW) page, and HyperText Markup Language (HTML); and
(I) compare and contrast LANs, WANs, Internet, and intranet.
(2) Foundations. The student uses data input skills appropriate to the task. The student is expected to:
(A) demonstrate proficiency in the use of a variety of input devices such as mouse/track pad, keyboard, microphone, digital camera, printer, scanner, disk/disc, modem, CD-ROM, or joystick;
(B) demonstrate keyboarding proficiency in technique and posture while building speed;
(C) use digital keyboarding standards for data input such as one space after punctuation, the use of em/en dashes, and smart quotation marks; and
(D) develop strategies for capturing digital files while conserving memory and retaining image quality.
(3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to:
(A) discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods;
(B) demonstrate proper etiquette and knowledge of acceptable use while in an individual classroom, lab, or on the Internet and intranet;
(C) describe the consequences regarding copyright violations including, but not limited to, computer hacking, computer piracy, intentional virus setting, and invasion of privacy;
(D) identify the impact of technology applications on society through research, interviews, and personal observation; and
(E) demonstrate knowledge of the relevancy of technology to future careers, life-long learning, and daily living for individuals of all ages.
And finally, once in high school, the student is expected to master the Foundations strand in one of a variety of classes. Each class has a Foundations strand, building on what the child learned previously Based on the most basic of class choices, a student is supposed to (new skills are in bold):
1) Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:
(A) demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components;
(B) compare, contrast, and appropriately use the various input, processing, output, and primary/secondary storage devices;
(C) make decisions regarding the selection, acquisition, and use of software taking under consideration its quality, appropriateness, effectiveness, and efficiency;
(D) delineate and make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats and cross platform connectivity;
(E) differentiate current programming languages, discuss the use of the languages in other fields of study, and demonstrate knowledge of specific programming terminology and concepts;
(F) differentiate among the levels of programming languages including machine, assembly, high-level compiled and interpreted languages; and
(G) demonstrate coding proficiency in a contemporary programming language.
(2) Foundations. The student uses data input skills appropriate to the task. The student is expected to:
(A) demonstrate proficiency in the use of a variety of input devices such as keyboard, scanner, voice/sound recorder, mouse, touch screen, or digital video by appropriately incorporating such components into the product; and
(B) use digital keyboarding standards for the input of data.
(3) Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to:
(A) discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods;
(B) demonstrate proper etiquette and knowledge of acceptable use policies when using networks, especially resources on the Internet and intranet;
(C) investigate measures, such as passwords or virus detection/prevention, to protect computer systems and databases from unauthorized use and tampering; and
(D) discuss the impact of computer programming on the World Wide Web (WWW) community.
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