|(a) Implementation. The provisions of this section
shall be implemented by school districts beginning with the 2024-2025
(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.
(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
(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
(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 real-world problems into structured parts
(B) analyze the patterns and sequences found in flowcharts;
(C) identify abstraction and analyze how an algorithm
the student created can be generalized to solve additional problems;
(D) design a plan collaboratively using flowcharts
to document a problem, possible solutions, and an expected timeline
for the development of a coded solution;
(E) analyze different techniques used in debugging
and apply them to an algorithm; and
(F) analyze the benefits of using iteration (code and
sequence repetition) in algorithms.
(2) Computational thinking--applications. The student
applies the fundamentals of computer science. The student is expected
(A) manipulate and rename variables and describe different
data types; and
(B) use a software design process to create text-based
programs with nested loops that address different subproblems within
a real-world context.
(3) Creativity and innovation--innovative design process.
The student takes an active role in learning by using a design process
and creative thinking to develop and evaluate solutions, considering
a variety of local and global perspectives. The student is expected
(A) resolve challenges in design processes independently
using goal setting and personal character traits such as demonstrating
responsibility and advocating for self appropriately;
(B) discuss and implement a design process that includes
planning and selecting digital tools to develop and refine a prototype
or model through trial and error; and
(C) identify how the design process is used in various
(4) Creativity and innovation--emerging technologies.
The student demonstrates a thorough understanding of the role of technology
throughout history and its impact on societies. The student is expected
(A) explain how changes in technology throughout history
have impacted various areas of study;
(B) explain how global trends impact the development
of technology; and
(C) transfer current knowledge to the learning of newly
(5) Data literacy, management, and representation--collect
data. The student uses advanced digital strategies to collect and
represent data. The student is expected to:
(A) demonstrate how data can be represented in a binary
number systems; and
(B) evaluate advanced search strategies, including
keywords, Boolean operators, and limiters.
(6) Data literacy, management, and representation--organize,
manage, and analyze data. The student uses digital tools to transform
data, make inferences, and predictions. The student is expected to
use digital tools in order to transform data to analyze trends and
make inferences and predictions.
(7) Data literacy, management, and representation--communicate
and publish results. The student creates digital products to communicate
data to an audience for an intended purpose. The student is expected
to use digital tools to communicate and display data from a product
or process to inform or persuade 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
(A) classify actions as having a positive or negative
effect on a digital footprint;
(B) create and revise formal and informal communications
using a feedback process and appropriate digital etiquette; and
(C) collaborate on digital platforms such as recording
a video conference presentation using appropriate formal and informal
(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) adhere to local acceptable use policy (AUP) and
practice and model safe, ethical, and positive online behaviors;
(B) explain the importance of intellectual property
laws, including the benefits of protection for content owners, and
the consequences of violating these laws;
(C) create citations and cite sources for a variety
of digital forms of intellectual property; and
(D) evaluate how various types of media, including
social media, and technology can be used to exaggerate and misrepresent
(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
(A) describe and model ways to protect oneself from
real-world cybersecurity attacks; and
(B) analyze the negative impacts of cyberbullying on
the victim and the bully.
(11) Practical technology concepts--processes. The
student evaluates and selects appropriate methods or techniques for
an independent project and identifies and solves common hardware and
software problems using troubleshooting strategies. The student is
expected to choose a variety of digital tools to create, share, and
communicate digital artifacts.
(12) Practical technology concepts--skills and tools.
The student leverages technology systems, concepts, and operations
to produce digital artifacts. The student is expected to:
(A) demonstrate proficiency in the appropriate use
of technology terminology in projects through team collaboration and
(B) demonstrate effective file management strategies
such as file naming conventions, local and remote locations, backup,
hierarchy, folder structure, file conversion, tags, and emerging digital
organizational strategies with assistance;
(C) select and use appropriate platform and tools,
including selecting and using software or hardware for a defined task;
(D) demonstrate improvement in speed and accuracy as
measured by words per minute when applying correct keyboarding techniques;
(E) select and use appropriate shortcuts within applications;
(F) research and test potential solutions to solve
hardware and software problems;
(G) use a variety of types of local and remote data
storage to store or share data such as cloud architecture or local
(H) select and use productivity tools found in spread
sheet, word processing, and publication applications to create digital
artifacts such as reports, graphs, and charts with increasing complexity.