Grade 1

The key changes between the Technology Applications TEKS for Grade 1 adopted in 2022 and the Technology Applications TEKS for Kindergarten-Grade 2 adopted in 2012-2013, let's examine the differences:

Strand Alignment: Both versions have the same five strands: computational thinking, creativity and innovation, data literacy, management, and representation, digital citizenship, and practical technology concepts. The strands remain consistent across the two versions.

Computational Thinking

Foundations: In the 2022 TEKS, students are expected to identify and discuss a problem or task and break it down into sequential steps, identify simple patterns in solutions, and create a simple algorithm. This is a slight modification from the 2012-2013 TEKS, which focused on breaking down the problem-solving process into four steps: decomposition, pattern recognition, abstraction, and algorithms.

Applications: In the 2022 TEKS, students are expected to create a sequence of code that solves a simple problem with or without technology. The 2012-2013 TEKS did not explicitly mention coding or creating sequences of code.

Creativity and Innovation

Innovative Design Process: Both versions include the use of a design process to solve authentic problems, but the 2022 TEKS emphasizes practicing personal skills and behaviors, such as following directions and mental agility. The 2012-2013 TEKS did not mention these specific skills.

Emerging Technologies: The 2022 TEKS introduces the concept of understanding how technology impacts different communities. This aspect was not present in the 2012-2013 TEKS.

Data Literacy, Management, and Representation

Collect Data: In the 2022 TEKS, students are expected to explore and collect various types of data, such as preferences or daily routines, and conduct basic searches using keywords and digital sources. The 2012-2013 TEKS did not include these specific expectations for data collection and search.

Digital Citizenship

Social Interactions: Both versions highlight appropriate ways to communicate in digital environments, but the 2022 TEKS adds the expectation of describing and demonstrating respectful behavior within a digital environment.

Ethics and Laws: The 2022 TEKS expands on the importance of acceptable use of digital resources and devices and the understanding that all digital content has owners. The 2012-2013 TEKS did not mention acceptable use or digital content ownership explicitly.

Privacy, Safety, and Security: The 2022 TEKS introduces the expectation of discussing and defining cyberbullying with teacher support and guidance, which was not included in the 2012-2013 TEKS.

Practical Technology Concepts

Skills and Tools: The 2022 TEKS maintains the focus on selecting and using various applications, devices, and online learning environments. However, it adds the description of basic computer hardware, file management, collaboration, and the creation and revision of digital artifacts using appropriate tools and resources. Additionally, it specifies practicing ergonomically correct keyboarding techniques and identifying, locating, and using uppercase and lowercase letters, numbers, and special keys. These details were not present in the 2012-2013 TEKS.

These are the key changes between the Technology Applications TEKS for Grade 1 adopted in 2022 and the Technology Applications TEKS for Kindergarten-Grade 2 adopted in 2012-2013. The 2022 TEKS provide more specific expectations and requirements, particularly in computational thinking, data literacy, digital citizenship, and practical technology concepts.

TEA - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR TECHNOLOGY APPLICATIONS 

Here are some ideas for teachers on how to incorporate the Technology Applications TEKS adopted in 2022 within their classroom instruction.

Grade 1:

1. Introduce block-based programming using tools like Scratch Jr. to develop computational thinking skills.

2. Incorporate interactive digital tools for collaborative activities, such as online drawing or shared document editing.

3. Teach basic data collection and representation skills using simple surveys or graphing tools.

4. Explore safe and responsible online research techniques and discuss digital etiquette.

10 URL links for grade level that can assist in teaching the Technology Applications TEKS adopted in 2022: 

Grade 1:

1. Scratch - https://scratch.mit.edu/

2. CodeMonkey - https://www.codemonkey.com/

3. Pixie - https://www.tech4learning.com/pixie

4. TypingClub - https://www.typingclub.com/

5. StoryJumper - https://www.storyjumper.com/

6. Makey Makey - https://makeymakey.com/

7. BrainPOP Jr. - https://jr.brainpop.com/

8. Blockly Games - https://blockly.games/

9. Epic! - https://www.getepic.com/

10. Edmodo - https://www.edmodo.com/

Technology Applications, Kindergarten-Grade 2, Beginning with School Year 2012-2013

(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. 

Technology Applications, Grade 1, Adopted 2022

(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 and discuss a problem or task and break down (decompose) the solution into sequential steps;

    (B) identify the simple patterns found in the solutions to everyday problems or tasks; and

    (C) create a simple algorithm (step-by-step instructions) for an everyday task.

  (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 that solves a simple problem with or without technology.

  (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 and behaviors, including following directions and mental agility, needed to implement a design process successfully; 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) Creativity and innovation--emerging technologies. The student understands that technology is dynamic and impacts different communities. The student is expected to identify examples of how technology has impacted different communities.

  (5) 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) explore and collect many types of data such as preferences or daily routines of people, events, or objects; and

    (B) conduct a basic search using provided keywords and digital sources with adult assistance.

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

  (7) 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) explain and demonstrate the importance of 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 and explain the importance of respecting others' belongings as they apply to digital content and information.

  (8) 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;

    (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; and

    (C) discuss and define cyberbullying with teacher support and guidance.

  (9) 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) select and use a variety of applications, devices, and online learning environments to create an original product;

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

    (C) perform software application functions such as file management, collaboration, and the creation and revision of 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 upper- and lower-case letters, numbers, and special keys such as space bar, shift, and backspace.