Grade 3

To compare the key changes between the Technology Applications TEKS for Grade 3, adopted in 2022, and the Technology Applications TEKS for Grades 3-5, beginning with the school year 2012-2013, we can look at the following aspects:

1. Scope and Sequence: The Grade 3 TEKS adopted in 2022 provide a more updated and comprehensive set of knowledge and skills compared to the earlier TEKS for Grades 3-5. The Grade 3 TEKS cover computational thinking, creativity and innovation, data literacy, digital citizenship, and practical technology concepts, while the earlier TEKS focus on basic technology skills and concepts.

2. Computational Thinking: The Grade 3 TEKS adopted in 2022 emphasize computational thinking skills, including problem-solving processes such as decomposition, pattern recognition, abstraction, and algorithms. This aspect is not explicitly mentioned in the earlier TEKS.

3. Creativity and Innovation: The Grade 3 TEKS highlight the importance of creativity and innovation in technology applications. Students are expected to use innovative design processes, plan and create solutions, and develop original products. These aspects are not specifically addressed in the earlier TEKS.

4. Data Literacy and Management: The Grade 3 TEKS include a strand dedicated to data literacy, management, and representation. Students learn to collect, organize, manage, analyze, and communicate data using digital tools. This aspect is not as prominently featured in the earlier TEKS.

5. Digital Citizenship: The Grade 3 TEKS place a strong emphasis on digital citizenship. Students learn about ethical and responsible technology use, cybersecurity, digital footprints, appropriate online behavior, and strategies to maintain privacy and security. The earlier TEKS touch on digital etiquette and responsible technology use but do not delve into these topics in as much detail.

6. Practical Technology Concepts: The Grade 3 TEKS adopted in 2022 cover practical technology concepts, including software applications, hardware, keyboarding skills, troubleshooting strategies, and use of help sources. The earlier TEKS introduce basic technology operations, but the focus is less on software applications and troubleshooting.

Overall, the Grade 3 TEKS adopted in 2022 reflect a more comprehensive and advanced approach to technology applications, incorporating computational thinking, creativity, data literacy, digital citizenship, and practical technology concepts. The earlier TEKS for Grades 3-5 primarily introduce foundational technology skills and 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 3:

1. Introduce text-based programming languages like Python or JavaScript for more advanced coding projects.

2. Incorporate digital tools for multimedia production, such as video editing or podcast creation.

3. Teach students how to collect, organize, and analyze data using spreadsheets or data visualization tools.

4. Discuss online safety and privacy issues, emphasizing responsible digital behavior and the importance of protecting personal information.

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

Grade 3:

Scratch - https://scratch.mit.edu/
Tinkercad - https://www.tinkercad.com/
Codecademy - https://www.codecademy.com/
Typing.com - https://www.typing.com/
Kahoot! - https://kahoot.com/
CodeCombat - https://codecombat.com/
Google Sites - https://sites.google.com/
Quizlet - https://quizlet.com/
Sphero Edu - https://www.sphero.com/education
Edublogs - https://edublogs.org/

Technology Applications, Grades 3-5, 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) create original products using a variety of resources;

(B) analyze trends and forecast possibilities, developing steps for the creation of an innovative process or product; and

(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) draft, edit, and publish products in different media individually and collaboratively;

(B) use font attributes, color, white space, and graphics to ensure that products are appropriate for multiple communication media, including monitor display, web, and print;

(D) select and use appropriate collaboration tools;

(E) evaluate the product for relevance to the assignment or task; and

(F) perform basic software application functions, including opening applications and creating, modifying, printing, and saving files.

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

(A) use various search strategies such as keyword(s); the Boolean identifiers and, or, and not; and other strategies appropriate to specific search engines;

(B) collect and organize information from a variety of formats, including text, audio, video, and graphics;

(D) acquire information appropriate to specific tasks.

(4) Critical thinking, problem solving, and decision making. The student researches and evaluates projects using digital tools and resources. The student is expected to:

(A) identify information regarding a problem and explain the steps toward the solution;

(B) collect, analyze, and represent data to solve problems using tools such as word processing, databases, spreadsheets, graphic organizers, charts, multimedia, simulations, models, and programming languages;

(D) evaluate technology tools applicable for solving problems.

(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 positive social behavior in the digital environment;

(B) respect the intellectual property of others;

(D) protect and honor the individual privacy of oneself and others;

(E) follow the rules of digital etiquette;

(F) practice safe, legal, and responsible use of information and technology; and

(G) comply with fair use guidelines and digital safety rules.

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

(A) demonstrate an understanding of technology concepts, including terminology for the use of operating systems, network systems, virtual systems, and learning systems appropriate for Grades 3-5 learning;

(B) manipulate files using appropriate naming conventions; file management, including folder structures and tagging; and file conversions;

(D) troubleshoot minor technical problems with hardware and software using available resources such as online help and knowledge bases; and

(E) use proper touch keyboarding techniques and ergonomic strategies such as correct hand and body positions and smooth and rhythmic keystrokes.

Technology Applications, Grade 3, 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. 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.

(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 story problems into smaller, manageable subproblems and identify a solution to the problems;

(B) identify simple and complex patterns in story problems;

(D) debug simple algorithms (set of procedures) by identifying and removing errors.

(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 data; and

(B) use a design process to create programs that include sequences, loops, and conditionals to express ideas or address a problem.

(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 metacognition, effective communication, following directions, and mental agility, needed to implement the design process successfully; and

(B) apply an appropriate design process using components such as peer and teacher feedback to create new and useful solutions to authentic problems.

(4) Creativity and innovation--emerging technologies. The student demonstrates an understanding that technology is dynamic and impacts different communities. The student is expected to define emerging technologies.

(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 numerical data such as the price of goods or temperature; and

(B) use various search strategies with adult assistance.

(6) Data literacy, management, and representation--organize, manage, and analyze data. The student uses data to answer questions. The student is expected to analyze data in graphs to identify and discuss trends and inferences.

(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 publish results 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) define digital footprint;

(B) define digital etiquette; and

(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) that reflects positive social behavior in the digital environment;

(B) communicate the purpose of copyright law and identify appropriate and inappropriate uses of digital content and information; and

(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) demonstrate account safety, including creating a strong password and logging off accounts and devices;

(B) describe ways to employ safe practices such as protecting digital identity and avoid online dangers such as accessing unsafe websites or clicking on suspicious links; and

(11) Practical technology concepts--processes. The student engages with technology systems, concepts, and operations. The student is expected to:

(A) compare and contrast applications such as word processor, spreadsheet, and presentation tools for relevance to an assigned task; and

(B) perform software application functions such as inserting or deleting text, inserting images, and formatting page layout and margins.

(12) Practical technology concepts--skills and tools. The student selects appropriate methods or techniques for an assigned task and identifies and solves simple hardware and software problems using common troubleshooting strategies. The student is expected to:

(A) communicate an understanding of terminology related to operating systems and network systems such as internet, intranet, wireless network, short-range wireless technology, and learning management systems;

(B) identify where and how to save files such as using appropriate naming conventions and effective file management strategies;

(C) demonstrate proper touch keyboarding techniques with accuracy and ergonomic strategies such as correct hand and body positions;

(D) identify and practice using keyboard or other input device shortcuts for actions such as copy, paste, undo, or closing windows; and

(E) identify minor technical problems with hardware and software and solve the issues with assistance.

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