| (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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