Tech Apps TEKS - Kindergarten

Key changes between the Technology Applications TEKS for Kindergarten, adopted in 2022, and the previous version from 2012-2013:

Implementation: The 2022 TEKS implementation starts in the 2024-2025 school year, while the 2012-2013 TEKS were implemented starting from the 2012-2013 school year.

Strands: The 2022 TEKS have five strands, whereas the 2012-2013 TEKS had six strands.

Strand Names: The strand names in the 2022 TEKS are as follows:

a. Computational thinking

b. Creativity and innovation

c. Data literacy, management, and representation

d. Digital citizenship

e. Practical technology concepts

Computational Thinking: The 2022 TEKS introduce computational thinking as a new strand, emphasizing problem-solving processes involving decomposition, pattern recognition, abstraction, and algorithms. The 2012-2013 TEKS did not include this specific strand.

Communication and Collaboration: The 2022 TEKS do not explicitly list communication and collaboration as a separate strand, while the 2012-2013 TEKS included it as one of the six strands.

Focus on Design Process: The 2022 TEKS emphasize the use of an innovative design process to solve authentic problems, involving components such as asking questions, brainstorming, and storyboarding. The 2012-2013 TEKS did not include a specific focus on design processes.

Data Literacy: The 2022 TEKS introduce data literacy, management, and representation as a separate strand, covering skills such as collecting, organizing, managing, analyzing, and publishing various types of data. The 2012-2013 TEKS did not have a specific strand dedicated to data literacy.

Digital Citizenship: The 2022 TEKS include a separate strand for digital citizenship, covering responsible and ethical use of technology, cybersecurity, digital footprints, and safe, productive, and respectful digital behavior. The 2012-2013 TEKS included digital citizenship as one of the six strands.

Practical Technology Concepts: The 2022 TEKS have a strand specifically focused on practical technology concepts, including knowledge and use of software applications, hardware, keyboarding techniques, and appropriate terminology. The 2012-2013 TEKS had a strand called "Technology Operations and Concepts" that covered related concepts but with some differences in focus.

*It's important to note that the above comparison is based on the information provided, and for a comprehensive understanding, it's recommended to refer to the official TEKS documentation for both the 2022 and 2012-2013 versions included in this document below. 

TEA - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR TECHNOLOGY APPLICATIONS 

Ideas for teachers on how to incorporate the 2024 updated Technology Applications TEKS 

within their classroom instruction for Kindergarten:

1. Use age-appropriate coding apps or games to introduce basic computational thinking concepts.

2. Incorporate digital storytelling tools to allow students to express their creativity and communicate ideas.

3. Integrate technology tools and devices for hands-on exploration and familiarization with digital devices.

4. Teach digital citizenship skills through simple activities like discussing appropriate online behavior and using technology responsibly.

Technology Applications, Kindergarten; Updated Standards for 2024

(Updated TEKS Requirements)

(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 a problem or task such as making a sandwich and break it down (decompose) into smaller pieces;

    (B) identify simple patterns and make predictions based on the patterns; and

    (C) identify algorithms (step-by-step instructions) using a sequential process such as first, next, then, and last.

  (2) Computational thinking--applications. The student, with guidance from an educator, applies the fundamentals of computer science. The student is expected to create a sequence of code with or without technology such as solving a maze using drag-and-drop programming or creating step-by-step directions for student movement to a specific location.

  (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) practice personal skills, including following directions, needed to successfully implement design processes; and

    (B) use a design process with components such as asking questions, brainstorming, or storyboarding to identify and solve authentic problems with adult assistance.

  (4) 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) communicate an understanding that data is information collected about people, events, or objects such as computer searches and weather patterns; and

    (B) communicate with adult assistance the idea that digital devices can search for and retrieve information.

  (5) Digital citizenship--social interactions. The student identifies appropriate ways to communicate in various digital environments. The student is expected to identify and demonstrate responsible behavior within a digital environment.

  (6) 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 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.

  (7) 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) identify ways to keep a user account safe, including not sharing login information and logging off accounts and devices; and

    (B) identify and discuss what information is safe to share online such as hobbies and likes and dislikes and what information is unsafe such as identifying information.

  (8) 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) use a variety of applications, devices, and online learning environments to engage with content;

    (B) identify basic computer hardware, including a variety of input and output devices, and software using accurate terminology;

    (C) perform software application functions such as opening an application and modifying, printing, and saving digital artifacts using a variety of developmentally appropriate digital tools and resources;

    (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 letters, numbers, and special keys such as space bar and backspace. 

URL links for grade level that can assist in teaching the 2024 updated Technology Applications TEKS: 

1. Code.org - https://code.org/

2. Scratch Jr - https://www.scratchjr.org/

3. Seesaw - https://web.seesaw.me/

4. National Geographic Kids - https://kids.nationalgeographic.com/

5. Google Arts & Culture - https://artsandculture.google.com/

6. Tynker - https://www.tynker.com/

7. Hour of Code - https://hourofcode.com/

8. Khan Academy Kids - https://learn.khanacademy.org/khan-academy-kids/  

Technology Applications, Kindergarten-Grade 2, Beginning with School Year 2012-2013 (previous TEKS requirements)

(a) Introduction.

  (1) The technology applications curriculum has six strands based on the National Educational Technology Standards for Students (NETS•S) and performance indicators developed by the International Society for Technology in Education (ISTE): creativity and innovation; communication and collaboration; research and information fluency; critical thinking, problem solving, and decision making; digital citizenship; and technology operations and concepts.

  (2) Through the study of the six strands in technology applications, students use creative thinking and innovative processes to construct knowledge and develop products. Students communicate and collaborate both locally and globally to reinforce and promote learning. Research and information fluency includes the acquisition and evaluation of digital content. Students develop critical-thinking, problem-solving, and decision-making skills by collecting, analyzing, and reporting digital information. Students practice digital citizenship by behaving responsibly while using technology tools and resources. Through the study of technology operations and concepts, students learn technology related terms, concepts, and data input strategies.

  (3) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(b) Knowledge and skills.

  (1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge and develop digital products. The student is expected to:

    (A) apply prior knowledge to develop new ideas, products, and processes;

    (B) create original products using a variety of resources;

    (C) explore virtual environments, simulations, models, and programming languages to enhance learning;

    (D) create and execute steps to accomplish a task; and

    (E) evaluate and modify steps to accomplish a task.

  (2) Communication and collaboration. The student collaborates and communicates both locally and globally using digital tools and resources to reinforce and promote learning. The student is expected to:

    (A) use communication tools that allow for anytime, anywhere access to interact, collaborate, or publish with peers locally and globally;

    (B) participate in digital environments to develop cultural understanding by interacting with learners of multiple cultures;

    (C) format digital information, including font attributes, color, white space, graphics, and animation, for a defined audience and communication medium; and

    (D) select, store, and deliver products using a variety of media, formats, devices, and virtual environments.

  (3) Research and information fluency. The student acquires and evaluates digital content. The student is expected to:

    (A) use search strategies to access information to guide inquiry;

    (B) use research skills to build a knowledge base regarding a topic, task, or assignment; and

    (C) evaluate the usefulness of acquired digital content.

  (4) Critical thinking, problem solving, and decision making. The student applies critical-thinking skills to solve problems, guide research, and evaluate projects using digital tools and resources. The student is expected to:

    (A) identify what is known and unknown and what needs to be known regarding a problem and explain the steps to solve the problem;

    (B) evaluate the appropriateness of a digital tool to achieve the desired product;

    (C) evaluate products prior to final submission; and

    (D) collect, analyze, and represent data using tools such as word processing, spreadsheets, graphic organizers, charts, multimedia, simulations, models, and programming languages.

  (5) Digital citizenship. The student practices safe, responsible, legal, and ethical behavior while using digital tools and resources. The student is expected to:

    (A) adhere to acceptable use policies reflecting appropriate behavior in a digital environment;

    (B) comply with acceptable digital safety rules, fair use guidelines, and copyright laws; and

    (C) practice the responsible use of digital information regarding intellectual property, including software, text, images, audio, and video.

  (6) Technology operations and concepts. The student demonstrates knowledge and appropriate use of technology systems, concepts, and operations. The student is expected to:

    (A) use appropriate terminology regarding basic hardware, software applications, programs, networking, virtual environments, and emerging technologies;

    (B) use appropriate digital tools and resources for storage, access, file management, collaboration, and designing solutions to problems;

    (C) perform basic software application functions, including opening an application and creating, modifying, printing, and saving files;

    (D) use a variety of input, output, and storage devices;

    (E) use proper keyboarding techniques such as ergonomically correct hand and body positions appropriate for Kindergarten-Grade 2 learning;

    (F) demonstrate keyboarding techniques for operating the alphabetic, numeric, punctuation, and symbol keys appropriate for Kindergarten-Grade 2 learning; and

    (G) use the help feature online and in applications.