Technology Applications TEKS Summary

The Pre-K Technology Applications TEKS

The Pre-K Technology Applications describe what students should have accomplished by the end of their pre-k year. The student must be able to follow oral or visual directions for using computer programs and listens to and interacts with storybooks and information texts(Revised Texas Prekindergarten Guidelines, 2008, p. 114). The student should be able to identify parts of a computer such as the keyboard, mouse and CD-ROM (Revised Texas Prekindergarten Guidelines, 2008, p. 114). He/she will be able to double click the mouse at the appropriate time, use voice/sound recording and touch screen devices and insert and play CDs to listen to music (Revised Texas Prekindergarten Guidelines, 2008, p. 114). The student must be able to create writings and drawing with software and use the software's audio, video and graphics to increase vocabulary (Revised Texas Prekindergarten Guidelines, 2008, p. 115). Lastly, the student should understand that information can be accessed by using technology (Revised Texas Prekindergarten Guidelines, 2008, p. 115).

The Pre-K TEKS lay the foundation for student performance in future grades by having students learn the basics. Students are able to begin learning basic computer terms and its appropriate uses. The child will be more apt to technology because he or she started learning it at such a young age. I feel that understanding a second language is the same as learning how to use a computer. Children are able to learn a second language easier when they are taught it at a younger age. Furthermore, this is similar to computers and technology.

The Technology Applications TEKS

The Technology Applications TEKS are presented in such a way that students have multiple opportunities to master the skill. The curriculum is presented in a spiraling, scaffolding form. In pre-k students were expected to comprehend technology terms appropriately which carries over to 6th through 8th grade. In 6th-8th grade students are expected to identify, create and use files in various formats such as text, bitmapped/vector graphics, image, video and audio files. The high school says that students are to acquire information in and knowledge about electronic formats including text, audio, video and graphics. Both TEKS are similar and reinforces material so that students can master the skill. Another example where scaffolding takes place is that the 6th-8th grade TEK says students should be able to apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies. The same TEK is given in high school, where students construct appropriate electronic search strategies in the acquisition of information, including keyword and Boolean search strategies. As one can see, students have multiple opportunities to master the knowledge/skill.

Revised Texas Prekindergarten Guidelines. (2008, May). Retrieved November 22, 2009, from TEA website: http://ritter.tea.state.tx.us/ed_init/pkguidelines/PKG_Final_100808.pdf

Long-Range Plan for Technology, 2006-2020.(2007, November). Retrieved November 22, 2009, from TEA website: http://ritter.tea.state.tx.us/technology/lrpt/lrpt_lrpt.html