Chapter 126

Chapter 126. Texas Essential Knowledge and Skills for Technology Applications

Subchapter A. Elementary

Statutory Authority: The provisions of this Subchapter A issued under the Texas Education Code, §28.002, unless otherwise noted.

§126.1. Implementation of Texas Essential Knowledge and Skills for Technology Applications, Elementary.

The provisions of this subchapter shall be effective September 1, 1998.

Source: The provisions of this §126.1 adopted to be effective September 1, 1998, 22 TexReg 5203.

§126.2. Technology Applications, Kindergarten-Grade 2.

(a) Introduction.

(1) The technology applications curriculum has four strands: foundations,

information acquisition, work in solving problems, and communication.

(2) Through the study of technology applications foundations, including

technology-related terms, concepts, and data input strategies, students learn to make informed decisions about technologies and their applications. The efficient acquisition of information includes the identification of task requirements; the plan for using search strategies; and the use of technology to access, analyze, and evaluate the acquired information. By using technology as a tool that supports the work of individuals and groups in solving problems, students will select the technology appropriate for the task, synthesize knowledge, create a solution, and evaluate the results. Students communicate information in different formats and to diverse audiences. A variety of technologies will be used. Students will analyze and evaluate the results.

(b) Knowledge and skills.

(1) Foundations. The student demonstrates knowledge and appropriate use of

hardware components, software programs, and their connections. The student is expected to:

(A) use technology terminology appropriate to the

task;

(B) start and exit programs as well as create, name,

and save files; and

network, or password and access remote equipment

on a network such as a printer.

(2) Foundations. The student uses data input skills appropriate to the task. The student is expected to:

(A) use a variety of input devices such as mouse,

keyboard, disk drive, modem, voice/sound recorder,

scanner, digital video, CD-ROM, or touch screen;

(B) use proper keyboarding techniques such as

correct hand and body positions and smooth and

rhythmic keystroke patterns as grade-level

appropriate;

operating the alphabetic, numeric, punctuation, and

symbol keys as grade-level appropriate;

(D) produce documents at the keyboard, proofread,

and correct errors; and

(E) use language skills including capitalization,

punctuation, spelling, word division, and use of

numbers and symbols as grade-level appropriate.

(3) Foundations. The student complies with the laws and examines the issues

regarding the use of technology in society. The student is expected to:

(A) follow acceptable use policies when using

computers; and

(B) model respect of intellectual property by not

illegally copying software or another individual's

electronic work.

(4) Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to:

(A) apply keyword searches to acquire information;

and

(B) select appropriate strategies to navigate and

access information for research and resource sharing.

(5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to:

(A) acquire information including text, audio, video,

and graphics; and

(B) use on-line help.

(6) Information acquisition. The student evaluates the acquired electronic

information. The student is expected to:

(A) determine the success of strategies used to

acquire electronic information; and

(B) determine the usefulness and appropriateness of

digital information.

(7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:

(A) use software programs with audio, video, and

graphics to enhance learning experiences; and

(B) use appropriate software, including the use of

word processing and multimedia, to express ideas

and solve problems.

(8) Solving problems. The student uses research skills and electronic

communication, with appropriate supervision, to create new knowledge. The

student is expected to:

(A) use communication tools to participate in group

projects; and

(B) use electronic tools and research skills to build a

knowledge base regarding a topic, task, or

assignment.

(9) Solving problems. The student uses technology applications to facilitate

evaluation of work, both process and product. The student is expected to:

(A) use software features, such as on-line help, to

evaluate work progress; and

(B) use software features, such as slide show

previews, to evaluate final product.

(10) Communication. The student formats digital information for appropriate and effective communication. The student is expected to:

(A) use font attributes, color, white space, and

graphics to ensure that products are appropriate for

the defined audience; and

(B) use font attributes, color, white space, and

graphics to ensure that products are appropriate for

the communication media including multimedia

screen displays and printed materials.

(11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:

(A) publish information in a variety of media

including, but not limited to, printed copy or monitor

display; and

(B) publish information in a variety of media

including, but not limited to, stored files or video.

(12) Communication. The student uses technology applications to facilitate

evaluation of communication, both process and product. The student is expected to:

(A) select representative products to be collected

and stored in an electronic evaluation tool; and

(B) evaluate the product for relevance to the

assignment or task.

Source: The provisions of this §126.2 adopted to be effective September 1, 1998, 22 TexReg 5203.

§126.3. Technology Applications, Grades 3-5.

(a) Introduction.

(1) The technology applications curriculum has four strands: foundations,

information acquisition, work in solving problems, and communication.

(2) Through the study of technology applications foundations, including

(b) Knowledge and skills.

(1) Foundations. The student demonstrates knowledge and appropriate use of

hardware components, software programs, and their connections. The student is expected to:

(A) use technology terminology appropriate to the

task;

(B) save and delete files, uses menu options and

commands, and work with more than one software

application;

input, processing, and output;

(D) delineate and make necessary adjustments

regarding compatibility issues including, but not

limited to, digital file formats and cross platform

connectivity; and

(E) access remote equipment on a network such as a

printer or other peripherals.

(2) Foundations. The student uses data input skills appropriate to the task. The student is expected to:

(A) use a variety of input devices such as mouse,

keyboard, disk drive, modem, voice/sound recorder,

scanner, digital video, CD-ROM, or touch screen;

(B) use proper keyboarding techniques such as

correct hand and body positions and smooth and

rhythmic keystroke patterns;

operating the alphabetic, numeric, punctuation, and

symbol keys as grade-level appropriate;

(D) produce documents at the keyboard, proofread,

and correct errors;

(E) use language skills including capitalization,

punctuation, spelling, word division, and use of

numbers and symbols as grade-level appropriate;

and

(F) demonstrate an appropriate speed on short timed

exercises depending upon the grade level and hours

of instruction.

(3) Foundations. The student complies with the laws and examines the issues

regarding the use of technology in society. The student is expected to:

(A) follow acceptable use policies when using

computers; and

(B) model respect of intellectual property by not

illegally copying software or another individual's

electronic work.

(4) Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is

expected to:

(A) apply appropriate electronic search strategies in

the acquisition of information including keyword and

Boolean search strategies; and

(B) select appropriate strategies to navigate and

access information on local area networks (LANs)

and wide area networks (WANs), including the

Internet and intranet, for research and resource

sharing.

(5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to:

(A) acquire information including text, audio, video,

and graphics; and

(B) use on-line help and documentation.

(6) Information acquisition. The student evaluates the acquired electronic

information. The student is expected to:

(A) apply critical analysis to resolve information

conflicts and validate information;

(B) determine the success of strategies used to

acquire electronic information; and

digital information.

(7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:

(A) use software programs with audio, video, and

graphics to enhance learning experiences;

(B) use appropriate software to express ideas and

solve problems including the use of word

processing, graphics, databases, spreadsheets,

simulations, and multimedia; and

graphics, digital audio, and video.

(8) Solving problems. The student uses research skills and electronic

communication, with appropriate supervision, to create new knowledge. The

student is expected to:

(A) use communication tools to participate in group

projects;

(B) use interactive technology environments, such as

simulations, electronic science or mathematics

laboratories, virtual museum field trips, or on-line

interactive lessons, to manipulate information; and

learner, initiator, contributor, or mentor.

(9) Solving problems. The student uses technology applications to facilitate

evaluation of work, both process and product. The student is expected to:

(A) use software features, such as on-line help, to

evaluate work progress; and

(B) use software features, such as slide show

previews, to evaluate final product.

(10) Communication. The student formats digital information for appropriate and effective communication. The student is expected to:

(A) use font attributes, color, white space, and

graphics to ensure that products are appropriate for

the defined audience;

(B) use font attributes, color, white space, and

graphics to ensure that products are appropriate for

the communication media including multimedia

screen displays, Internet documents, and printed

materials; and

limited to, spreadsheets and databases to develop

charts and graphs by using data from various

sources.

(11) Communication. The student delivers the product electronically in a variety of, media, with appropriate supervision. The student is expected to:

(A) publish information in a variety of media

including, but not limited to, printed copy, monitor

display, Internet documents, and video; and

(B) use presentation software to communicate with

specific audiences.

(12) Communication. The student uses technology applications to facilitate

evaluation of communication, both process and product. The student is expected to:

(A) select representative products to be collected

and stored in an electronic evaluation tool;

(B) evaluate the product for relevance to the

assignment or task; and

progress of project such as checklists, timelines, or

rubrics.

Source: The provisions of this §126.3 adopted to be effective September 1, 1998, 22 TexReg 5203.

Chapter 126. Texas Essential Knowledge and Skills for Technology Applications

Subchapter B. Middle School

Statutory Authority: The provisions of this Subchapter B issued under the Texas Education Code, §28.002, unless otherwise noted.

§126.11. Implementation of Texas Essential Knowledge and Skills for Technology Applications, Middle School.

The provisions of this subchapter shall supersede §75.51 of this title (relating to Computer Literacy) beginning

September 1, 1998.

Source: The provisions of this §126.11 adopted to be effective September 1, 1998, 22 TexReg 5203.

§126.12. Technology Applications (Computer Literacy), Grades 6-8.

(a) General requirements. Districts have the flexibility of offering technology applications (computer literacy) in a variety of settings, including a specific class or integrated into other subject areas.

(b) Introduction.

(1) The technology applications curriculum has four strands: foundations,

information acquisition, work in solving problems, and communication.

(2) Through the study of technology applications foundations, including

(1) Foundations. The student demonstrates knowledge and appropriate use of

hardware components, software programs, and their connections. The student is expected to:

(A) demonstrate knowledge and appropriate use of

operating systems, software applications, and

communication and networking components;

(B) compare, contrast, and appropriately use the

various input, processing, output, and

primary/secondary storage devices;

for a defined task according to quality,

appropriateness, effectiveness, and efficiency;

(D) delineate and make necessary adjustments

regarding compatibility issues including, but not

limited to, digital file formats and cross platform

connectivity;

(E) use technology terminology appropriate to the

task;

(F) perform basic software application functions

including, but not limited to, opening an application

program and creating, modifying, printing, and

saving documents;

(G) explain the differences between analog and digital

technology systems and give examples of each;

(H) use terminology related to the Internet

appropriately including, but not limited to, electronic

mail (e-mail), Uniform Resource Locators (URLs),

electronic bookmarks, local area networks (LANs),

wide area networks (WANs), World Wide Web

(WWW) page, and HyperText Markup Language

(HTML); and

(I) compare and contrast LANs, WANs, Internet, and

intranet.

(2) Foundations. The student uses data input skills appropriate to the task. The student is expected to:

(A) demonstrate proficiency in the use of a variety of

input devices such as mouse/track pad, keyboard,

microphone, digital camera, printer, scanner,

disk/disc, modem, CD-ROM, or joystick;

(B) demonstrate keyboarding proficiency in

technique and posture while building speed;

such as one space after punctuation, the use of

em/en dashes, and smart quotation marks; and

(D) develop strategies for capturing digital files while

conserving memory and retaining image quality.

(3) Foundations. The student complies with the laws and examines the issues

regarding the use of technology in society. The student is expected to:

(A) discuss copyright laws/issues and model ethical

acquisition and use of digital information, citing

sources using established methods;

(B) demonstrate proper etiquette and knowledge of

acceptable use while in an individual classroom, lab,

or on the Internet and intranet;

violations including, but not limited to, computer

hacking, computer piracy, intentional virus setting,

and invasion of privacy;

(D) identify the impact of technology applications on

society through research, interviews, and personal

observation; and

(E) demonstrate knowledge of the relevancy of

technology to future careers, life-long learning, and

daily living for individuals of all ages.

(4) Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision.

The student is

expected to:

(A) use strategies to locate and acquire desired

information on LANs and WANs, including the

Internet, intranet, and collaborative software; and

(B) apply appropriate electronic search strategies in

the acquisition of information including keyword and

Boolean search strategies.

(5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to:

(A) identify, create, and use files in various formats

such as text, bitmapped/vector graphics, image,

video, and audio files;

(B) demonstrate the ability to access, operate, and

manipulate information from secondary storage and

remote devices including CD-ROM/laser discs and

on-line catalogs; and

(6) Information acquisition. The student evaluates the acquired electronic

information. The student is expected to:

(A) determine and employ methods to evaluate the

electronic information for accuracy and validity;

(B) resolve information conflicts and validate

information through accessing, researching, and

comparing data; and

location, media type, relevancy, and content validity

of available information.

(7) Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:

(A) plan, create, and edit documents created with a

word processor using readable fonts, alignment,

page setup, tabs, and ruler settings;

(B) create and edit spreadsheet documents using all

data types, formulas and functions, and chart

information;

fields, entering data, and designing layouts

appropriate for reporting;

(D) demonstrate proficiency in the use of multimedia

authoring programs by creating linear or non-linear

projects incorporating text, audio, video, and

graphics;

(E) create a document using desktop publishing

techniques including, but not limited to, the creation

of multi-column or multi-section documents with a

variety of text-wrapped frame formats;

(F) differentiate between and demonstrate the

appropriate use of a variety of graphic tools found in

draw and paint applications;

(G) integrate two or more productivity tools into a

document including, but not limited to, tables, charts

and graphs, graphics from paint or draw programs,

and mail merge;

(H) use interactive virtual environments, appropriate

to level, such as virtual reality or simulations;

(I) use technical writing strategies to create products

such as a technical instruction guide; and

(J) use foundation and enrichment curricula in the

creation of products.

(8) Solving problems. The student uses research skills and electronic

communication, with appropriate supervision, to create new knowledge. The

student is expected to:

(A) participate with electronic communities as a

learner, initiator, contributor, and teacher/mentor;

(B) complete tasks using technological collaboration

such as sharing information through on-line

communications;

productivity tools to create products;

(D) use technology in self-directed activities by

sharing products for defined audiences; and

(E) integrate acquired technology applications skills,

strategies, and use of the word processor, database,

spreadsheet, telecommunications, draw, paint, and

utility programs into the foundation and enrichment

curricula.

(9) Solving problems. The student uses technology applications to facilitate

evaluation of work, both process and product. The student is expected to:

(A) design and implement procedures to track trends,

set timelines, and review/evaluate progress for

continual improvement in process and product; and

(B) resolve information conflicts and validate

information through research and comparison of

data.

(10) Communication. The student formats digital information for appropriate and effective communication. The student is expected to:

(A) use productivity tools to create effective

document files for defined audiences such as slide

shows, posters, multimedia presentations,

newsletters, brochures, or reports;

(B) demonstrate the use of a variety of layouts in a

database to communicate information appropriately

including horizontal and vertical layouts;

containing descriptive labels and page settings;

(D) demonstrate appropriate use of fonts, styles, and

sizes, as well as effective use of graphics and page

design to effectively communicate; and

(E) match the chart style to the data when creating

and labeling charts.

(11) Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:

(A) publish information in a variety of ways

including, but not limited to, printed copy, monitor

display, Internet documents, and video;

(B) design and create interdisciplinary multimedia

presentations for defined audiences including audio,

video, text, and graphics; and

as Internet browsers, video conferencing, or distance

learning.

(12) Communication. The student uses technology applications to facilitate

evaluation of communication, both process and product. The student is expected to:

(A) design and implement procedures to track trends,

set timelines, and review and evaluate the product

using technology tools such as database managers,

daily/monthly planners, and project management

tools;

(B) determine and employ technology specifications

to evaluate projects for design, content delivery,

purpose, and audience, demonstrating that process

and product can be evaluated using established

criteria or rubrics;

stored in an electronic evaluation tool; and

(D) evaluate the product for relevance to the

assignment or task.