Texas Administrative Code
Title 19 - EDUCATION
Part 2 - TEXAS EDUCATION AGENCY
Chapter 126 - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR TECHNOLOGY APPLICATIONS
Subchapter A - ELEMENTARY
Section 126.3 - Technology Applications, Grade 2, Adopted 2022
Universal Citation: 19 TX Admin Code ยง 126.3
Current through Reg. 49, No. 38; September 20, 2024
(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the 2024-2025 school year.
(1) No later than August 1, 2024,
the commissioner of education shall determine whether instructional materials
funding has been made available to Texas public schools for materials that
cover the essential knowledge and skills identified in this section.
(2) If the commissioner makes the
determination that instructional materials funding has been made available this
section shall be implemented beginning with the 2024-2025 school year and apply
to the 2024-2025 and subsequent school years.
(3) If the commissioner does not make the
determination that instructional materials funding has been made available
under this subsection, the commissioner shall determine no later than August 1
of each subsequent school year whether instructional materials funding has been
made available. If the commissioner determines that instructional materials
funding has been made available, the commissioner shall notify the State Board
of Education and school districts that this section shall be implemented for
the following school year.
(b) Introduction.
(1) Technology includes data communication,
data processing, and the devices used for these tasks locally and across
networks. Learning to apply these technologies motivates students to develop
critical-thinking skills, higher-order thinking, and innovative problem
solving. Technology applications incorporates the study of digital tools,
devices, communication, and programming to empower students to apply current
and emerging technologies in their careers, their education, and
beyond.
(2) The technology
applications Texas Essential Knowledge and Skills (TEKS) consist of five
strands that prepare students to be literate in technology applications by
grade 8: computational thinking; creativity and innovation; data literacy,
management, and representation; digital citizenship; and practical technology
concepts. Communication and collaboration skills are embedded across the
strands.
(A) Computational thinking. Students
break down the problem-solving process into four steps: decomposition, pattern
recognition, abstraction, and algorithms.
(B) Creativity and innovation. Students use
innovative design processes to develop solutions to problems. Students plan a
solution, create the solution, test the solution, iterate, and debug the
solution as needed, and implement a completely new and innovative
product.
(C) Data literacy,
management, and representation. Students collect, organize, manage, analyze,
and publish various types of data for an audience.
(D) Digital citizenship. Students practice
the ethical and effective application of technology and develop an
understanding of cybersecurity and the impact of a digital footprint to become
safe, productive, and respectful digital citizens.
(E) Practical technology concepts. Students
build their knowledge of software applications and hardware focusing on
keyboarding and use of applications and tools.
(3) The technology applications TEKS can be
integrated into all content areas and can support stand-alone courses.
Districts have the flexibility of offering technology applications in a variety
of settings, including through a stand-alone course or by integrating the
technology applications standards in the essential knowledge and skills for one
or more courses or subject areas.
(4) Statements containing the word
"including" reference content that must be mastered, while those containing the
phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) Computational thinking--foundations. The
student explores the core concepts of computational thinking, a set of
problem-solving processes that involve decomposition, pattern recognition,
abstraction, and algorithms. The student is expected to:
(A) identify and communicate a problem or
task and break down (decompose) multiple solutions into sequential
steps;
(B) identify complex
patterns and make predictions based on the pattern;
(C) analyze a plan with adult assistance that
outlines the steps needed to complete a task; and
(D) create and troubleshoot simple algorithms
(step-by-step instructions) that include conditionals such as if-then
statements as they apply to an everyday task.
(2) Computational thinking--applications. The
student, with guidance from an educator, applies the fundamentals of computer
science. The student is expected to:
(A)
identify and explore what a variable is in a sequence of code; and
(B) use a design process to create a sequence
of code that includes loops to solve a simple problem with or without
technology.
(3)
Creativity and innovation--innovative design process. The student takes an
active role in learning by using a design process to solve authentic problems
for a local or global audience, using a variety of technologies. The student is
expected to:
(A) demonstrate personal skills
and behaviors, including effective communication, following directions, and
mental agility, needed to implement a design process successfully;
and
(B) apply a design process with
components such as testing and reflecting to create new and useful solutions to
identify and solve for authentic problems.
(4) Creativity and innovation--emerging
technologies. The student demonstrates an understanding that technology is
dynamic and impacts different communities. The student is expected to identify
and analyze how technology impacts different communities.
(5) Data literacy, management, and
representation--collect data. The student defines data and explains how data
can be found and collected. The student is expected to:
(A) identify and collect non-numerical data,
such as weather patterns, preferred reading genres, and holidays; and
(B) conduct a basic search independently
using provided keywords and digital sources.
(6) Data literacy, management, and
representation--communicate and publish results. The student communicates data
through the use of digital tools. The student is expected to use a digital tool
to individually or collaboratively create and communicate data visualizations
such as pictographs and bar graphs.
(7) Digital citizenship--social interactions.
The student identifies appropriate ways to communicate in various digital
environments. The student is expected to participate in digital environments to
develop responsible and respectful interactions.
(8) Digital citizenship--ethics and laws. The
student recognizes and practices responsible, legal, and ethical behavior while
using digital tools and resources. The student is expected to:
(A) explain and demonstrate the importance of
acceptable use of digital resources and devices as outlined in local policies
or acceptable use policy (AUP); and
(B) communicate an understanding that all
digital content has owners and explain the importance of respecting others'
belongings as they apply to digital content and information.
(9) Digital citizenship--privacy,
safety, and security. The student practices safe, legal, and ethical digital
behaviors to become a socially responsible digital citizen. The student is
expected to:
(A) demonstrate account safety,
including creating a strong password and logging off accounts and
devices;
(B) compare and contrast
private and public information and discuss what is safe to be shared online and
with whom; and
(C) discuss
cyberbullying and identify examples.
(10) Practical technology concepts--skills
and tools. The student demonstrates knowledge and appropriate use of technology
systems, concepts, and operations. The student is expected to:
(A) select and use a variety of applications,
devices, and online learning environments to create and share
content;
(B) identify, compare, and
describe the function of basic computer hardware, including a variety of input
and output devices, and software applications using accurate
terminology;
(C) operate a variety
of developmentally appropriate digital tools and resources to perform software
application functions such as reviewing digital artifacts and designing
solutions to problems;
(D) practice
ergonomically correct keyboarding techniques and developmentally appropriate
hand and body positions; and
(E)
identify, locate, and practice using keys on the keyboard, including secondary
actions of different keys such as "@," "#," "$," and "?".
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