| (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 a real-world problem into smaller, manageable
subproblems using graphic organizers such as learning maps, concept
maps, or other representations of data;
(B) identify patterns in real-world problems and make
predictions based on the pattern;
(C) design and create an outline collaboratively that
documents a problem, possible solutions, and an expected timeline
for the development of a coded solution; and
(D) compare multiple algorithms for the same task and
determine which algorithm is the most appropriate for that task.
(2) Computational thinking--applications. The student
applies the fundamentals of computer science. The student is expected
to:
(A) use variables within a program to store and modify
data;
(B) use a design process to create block-based programs
that include sequences, loops, conditionals, and events to solve an
everyday problem; and
(C) analyze a code and how the code may be reused to
develop new or improved programs.
(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 persistence, effective communication,
following directions, mental agility, metacognition, problem solving
and questioning, that are needed to implement a design process successfully;
and
(B) apply an appropriate design process that includes
components to generate multiple solutions for an authentic problem
and develop original products.
(4) Creativity and innovation--emerging technologies.
The student demonstrates an understanding that technology is dynamic
and impacts different communities. The student is expected to predict
how emerging technologies may impact different communities.
(5) Data literacy, management, and representation--collect
data. The student uses digital strategies to collect and identify
data. The student is expected to:
(A) identify and collect quantitative and qualitative
data with digital tools; and
(B) identify keyword(s), Boolean operators, and limiters
within provided search strategies.
(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 analyze and transform
data and make inferences to answer questions.
(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 and display data using appropriate
visualization 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) identify the components of a digital footprint
such as online activity, game use, or social media platforms;
(B) describe appropriate digital etiquette for addressing
different audiences such as peers, teachers, and other adults; and
(C) apply appropriate digital etiquette for collaborating
with different audiences such as peers, teachers, and other adults.
(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 purpose of copyright law and the possible
consequences for inappropriate use of digital content; 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) discuss cybersecurity strategies such as using
a secured internet connection to protect digital information;
(B) discuss how data collection technology is used
to track online navigation and identify strategies to maintain digital
privacy and security; and
(C) discuss and identify how interactions can escalate
online and explain ways to stand up 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:
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