| (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 real-world problems into structured parts
using pseudocode;
(B) analyze the patterns and sequences found in pseudocode
and identify its variables;
(C) practice abstraction by developing a generalized
algorithm that can solve different types of problems;
(D) design a plan collaboratively using pseudocode
to document a problem, possible solutions, and an expected timeline
for the development of a coded solution;
(E) develop, compare, and improve algorithms for a
specific task to solve a problem; 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
to:
(A) construct named variables with multiple data types
and perform operations on their values;
(B) use a software design process to create text-based
programs with nested loops that address different subproblems within
a real-world context; and
(C) modify and implement previously written code to
develop improved programs.
(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
to:
(A) demonstrate innovation in a design process using
goal setting and personal character traits, including demonstrating
calculated risk-taking and tolerance;
(B) discuss and implement a design process that includes
planning, selecting digital tools to develop, test, and evaluate design
limitations, and refining a prototype or model; and
(C) identify how the design process is used in various
industries.
(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
to:
(A) evaluate how changes in technology throughout history
have impacted various areas of study;
(B) evaluate and predict how global trends impact the
development of technology; and
(C) transfer current knowledge to the learning of newly
encountered technologies.
(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) compare and contrast data types, including binary,
integers, real numbers, Boolean data, and text-based representations;
and
(B) apply appropriate search strategies, including
keywords, Boolean operators, and limiters, to achieve a specified
outcome that includes a variety of file formats.
(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, analyze trends, and
predict possibilities and develop steps for the creation of an innovative
process or product.
(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 publish data from a product
or process to 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
to:
(A) analyze the importance of managing a digital footprint
and how a digital footprint can affect the future;
(B) create and publish a formal digital communication
for a global audience using appropriate digital etiquette; and
(C) collaborate and publish for a global audience on
digital platforms such as recording and editing videos using appropriate
formal and informal digital etiquette.
(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 advocate for safe, ethical, and positive online behaviors;
(B) adhere to appropriate intellectual property law
when creating digital products;
(C) create citations and cite sources for a variety
of digital forms of intellectual property; and
Cont'd... |
