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 126.9 - Technology Applications, Grade 4, Adopted 2022
Universal Citation: 19 TX Admin Code ยง 126.9
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. Students also build their
knowledge and use of technology systems, including integrating the use of
multiple applications.
(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) decompose story problems into smaller,
manageable subproblems and discuss and document various solutions to the
problems;
(B) identify patterns in
story problems and make predictions based on the pattern;
(C) communicate design plans and solutions
using a variety of options; and
(D)
debug algorithms (set of procedures) by identifying and removing
errors.
(2)
Computational thinking--applications. The student applies the fundamentals of
computer science. The student is expected to:
(A) use variables within a program to modify
data; and
(B) use a design process
to create programs that include sequences, loops, and conditionals to express
ideas or address a problem.
(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) explain the importance of and demonstrate
personal skills and behaviors, including problem solving and questioning,
effective communication, following directions, mental agility, and
metacognition, that are needed to implement a design process successfully;
and
(B) apply an appropriate design
process that includes components to improve processes and refine original
products 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
examples of emerging technologies.
(5) Data literacy, management, and
representation--collect data. The student uses digital strategies to collect
and identify data. The student is expected to:
(A) classify numerical and non-numerical
data; and
(B) identify and collect
data by using various search strategies, including two or more keywords within
specific parameters.
(6)
Data literacy, management, and representation--organize, manage, and analyze
data. The student uses data to answer questions. The student is expected to use
digital tools to transform and make inferences about data to answer a
question.
(7) Data literacy,
management, and representation--communicate and publish results. The student
communicates data through the use of digital tools to inform an audience. The
student is expected to use digital tools to communicate results of an inquiry
to inform an intended audience.
(8)
Digital citizenship--social interactions. The student understands different
styles of digital communication and that a student's actions online can have a
long-term impact. The student is expected to:
(A) describe how information retained online
creates a permanent digital footprint;
(B) describe appropriate digital etiquette
for various forms of digital communication such as text, email, and online
chat; and
(C) demonstrate
appropriate digital etiquette for various forms of digital collaboration such
as shared documents, video conferencing, and other platforms.
(9) 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) demonstrate adherence to local acceptable
use policy (AUP) and explain the importance of responsible and ethical
technology use;
(B) describe the
rights and responsibilities of a creator, define copyright law, and explain how
copyright law applies to creative work; and
(C) create citations for digital forms of
media with assistance.
(10) 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 devices, and explain the importance
of these practices;
(B) identify
and discuss types of data collection tools such as cookies, pop-ups, smart
devices, and unsecured networks and explain why it is important to maintain
digital privacy; and
(C) discuss
and explain how to respond to cyberbullying, including advocating for self and
others.
(11) Practical
technology concepts--processes. The student engages with technology systems,
concepts, and operations. The student is expected to:
(A) evaluate and choose applications for
relevance to an assigned task; and
(B) perform software application functions
such as outline options, bulleting, and numbering lists, and perform editing
functions such as finding and replacing.
(12) Practical technology concepts--skills
and tools. The student selects appropriate methods or techniques for an
assigned task and identifies and solves simple hardware and software problems
using common troubleshooting strategies. The student is expected to:
(A) communicate an understanding of
terminology related to virtual systems such as video conferencing, augmented
reality, and virtual reality environments;
(B) evaluate where and how to save, including
the use of appropriate naming conventions and effective file management
strategies and folder structures;
(C) demonstrate proper touch keyboarding
techniques with speed and accuracy and ergonomic strategies such as correct
hand and body positions;
(D)
identify and practice using cross-curricular symbols or other input device
shortcuts on a keyboard; and
(E)
use troubleshooting strategies to solve minor technical problems with hardware
and software such as restarting software or rebooting hardware.
Disclaimer: These regulations may not be the most recent version. Texas may have more current or accurate information. We make no warranties or guarantees about the accuracy, completeness, or adequacy of the information contained on this site or the information linked to on the state site. Please check official sources.
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