Grade 6

Here is a summary of the key changes and updates in the Technology Applications TEKS for Grade 6 compared to the previous version:

1. Implementation Timeline: The 2022 TEKS specify that they shall be implemented by school districts beginning with the 2024-2025 school year. This outlines a clear timeline for adoption and implementation.

2. Updated Strands: The TEKS for Grade 6 still include five strands, similar to the previous version, but they have been refined and updated. These strands are computational thinking, creativity and innovation, data literacy, management, and representation, digital citizenship, and practical technology concepts.

3. Computational Thinking Foundations: In the computational thinking foundations section, students are expected to decompose real-world problems into structured parts using visual representation. The previous version focused on decomposition but did not emphasize visual representation as explicitly.

4. Creativity and Innovation - Innovative Design Process: Grade 6 students are encouraged to resolve challenges in design processes independently using goal setting and personal character traits. This highlights the importance of personal development and character traits in the design process.

5. Creativity and Innovation - Emerging Technologies: The TEKS require students to discuss how changes in technology throughout history have impacted various areas of study. This provides a historical context for understanding the impact of technology.

6. Data Literacy, Management, and Representation: Grade 6 students are expected to use advanced digital strategies to collect and represent data, including demonstrating how data can be represented in Boolean expressions.

7. Digital Citizenship - Social Interactions: There is an increased focus on the impact of a digital footprint and the creation of both formal and informal digital communications with appropriate digital etiquette.

8. Digital Citizenship - Ethics and Laws: Students are required to discuss and define intellectual property terms, including copyright law, permission, fair use, creative commons, open source, and public domain. They are also expected to create citations and cite sources for various digital forms of intellectual property.

9. Digital Citizenship - Privacy, Safety, and Security: This section covers real-world cybersecurity problems and methods of cyberbullying, helping students become aware of online threats and how to address them.

10. Practical Technology Concepts - Skills and Tools: Students are expected to apply appropriate technology terminology, identify effective file management strategies, select and use the appropriate platform and tools, improve keyboarding speed and accuracy, use keyboard shortcuts, and utilize help sources for research.

These updates reflect the evolving nature of technology and the need for students to develop a deeper understanding of computational thinking, data literacy, digital citizenship, and practical technology skills in the modern digital age.

If you would like more detailed information on any specific section or have further questions, please let me know.

TEA - TEXAS ESSENTIAL KNOWLEDGE AND SKILLS FOR TECHNOLOGY APPLICATIONS 

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

Code.org : It offers a comprehensive curriculum for teaching computer science and coding concepts suitable for Grade 6.

ScratchEd : Scratch is a popular block-based coding platform. ScratchEd provides resources and lesson plans for educators.

Google's CS First : A free computer science curriculum that includes lesson plans, videos, and activities for teachers.

Codecademy : Offers interactive coding courses that can be adapted for classroom use.

Khan Academy : Provides programming courses and tutorials, including computer science concepts.

TeachEngineering : A digital library of engineering curricular materials, including lessons on robotics and programming.

ISTE Standards for Students : The International Society for Technology in Education offers standards-aligned resources for digital citizenship and technology literacy.

Common Sense Education: Offers a wide range of resources for teaching digital citizenship, internet safety, and online ethics.

Edutopia: Search for articles and lesson plans related to technology education and integration in the classroom.

CSTA (Computer Science Teachers Association) (csteachers.org): They provide resources, standards, and community support for computer science and technology education.

Technology Applications, Grade 6, Beginning with School Year 2012-2013

(a) General requirements. Districts have the flexibility of offering technology applications in a variety of settings. Districts are encouraged to offer technology applications in all content areas. This content may also be offered in a specific class while being integrated in all content areas.

(b) 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 technology applications, students make informed decisions by understanding current and emerging technologies, including technology systems, appropriate digital tools, and personal learning networks. As competent researchers and responsible digital citizens, students use creative and computational thinking to solve problems while developing career and college readiness skills.

  (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.

(c) Knowledge and skills.

  (1) Creativity and innovation. The student uses creative thinking and innovative processes to construct knowledge, generate new ideas, and create products. The student is expected to:

    (A) identify, create, and use files in various formats such as text, raster and vector graphics, video, and audio files;

    (B) create original works as a means of personal or group expression;

    (C) explore complex systems or issues using models, simulations, and new technologies to make predictions, modify input, and review results; and

    (D) discuss trends and possible outcomes.

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

    (A) participate in personal learning networks to collaborate with peers, experts, or others using digital tools such as blogs, wikis, audio/video communication, or other emerging technologies;

    (B) communicate effectively with multiple audiences using a variety of media and formats; and

    (C) read and discuss examples of technical writing.

  (3) Research and information fluency. The student acquires, analyzes, and manages content from digital resources. The student is expected to:

    (A) create a research plan to guide inquiry;

    (B) discuss and use various search strategies, including keyword(s) and Boolean operators;

    (C) select and evaluate various types of digital resources for accuracy and validity; and

    (D) process data and communicate results.

  (4) Critical thinking, problem solving, and decision making. The student makes informed decisions by applying critical-thinking and problem-solving skills. The student is expected to:

    (A) identify and define relevant problems and significant questions for investigation;

    (B) plan and manage activities to develop a solution, design a computer program, or complete a project;

    (C) collect and analyze data to identify solutions and make informed decisions;

    (D) use multiple processes and diverse perspectives to explore alternative solutions;

    (E) make informed decisions and support reasoning; and

    (F) transfer current knowledge to the learning of newly encountered technologies.

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

    (A) understand copyright principles, including current laws, fair use guidelines, creative commons, open source, and public domain;

    (B) practice ethical acquisition of information and standard methods for citing sources;

    (C) practice safe and appropriate online behavior, personal security guidelines, digital identity, digital etiquette, and acceptable use of technology; and

    (D) understand the negative impact of inappropriate technology use, including online bullying and harassment, hacking, intentional virus setting, invasion of privacy, and piracy such as software, music, video, and other media.

  (6) Technology operations and concepts. The student demonstrates a thorough understanding of technology concepts, systems, and operations. The student is expected to:

    (A) define and use current technology terminology appropriately;

    (B) select technology tools based on licensing, application, and support;

    (C) identify, understand, and use operating systems;

    (D) understand and use software applications, including selecting and using software for a defined task;

    (E) identify, understand, and use hardware systems;

    (F) understand troubleshooting techniques such as restarting systems, checking power issues, resolving software compatibility, verifying network connectivity, connecting to remote resources, and modifying display properties;

    (G) demonstrate effective file management strategies such as file naming conventions, location, backup, hierarchy, folder structure, file conversion, tags, labels, and emerging digital organizational strategies;

    (H) discuss how changes in technology throughout history have impacted various areas of study;

    (I) discuss the relevance of technology as it applies to college and career readiness, life-long learning, and daily living;

    (J) use a variety of local and remote input sources;

    (K) use keyboarding techniques and ergonomic strategies while building speed and accuracy;

    (L) create and edit files with productivity tools, including:

      (i) a word processing document using digital typography standards such as page layout, font formatting, paragraph formatting, and list attributes;

      (ii) a spreadsheet workbook using basic computational and graphic components such as basic formulas and functions, data types, and chart generation;

      (iii) a database by manipulating components such as entering and searching for relevant data; and

      (iv) a digital publication using relevant publication standards;

    (M) plan and create non-linear media projects using graphic design principles; and

    (N) integrate two or more technology tools to create a new digital product.

Source Note: The provisions of this §126.14 adopted to be effective September 26, 2011, 36 TexReg 6263

Technology Applications, Grade 6, 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.

(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) decompose real-world problems into structured parts by using visual representation;

    (B) analyze the patterns and sequences found in visual representations such as learning maps, concept maps, or other representations of data;

    (C) define abstraction and distinguish between generalized information and specific information in the context of solving a problem or completing a task;

    (D) design a plan collaboratively using visual representation to document a problem, possible solutions, and an expected timeline for the development of a coded solution;

    (E) analyze different techniques used in debugging and apply them to an algorithm; and

    (F) analyze the benefits of using iteration (code and sequence repetition) in algorithms.

  (2) Computational thinking--applications. The student applies the fundamentals of computer science. The student is expected to:

    (A) define and label variables that relate to their programming or algorithm; and

    (B) use a design process to create block-based and text-based programs that include sequences, loops, conditionals, and events to solve an everyday problem.

  (3) Creativity and innovation--innovative design process. The student takes an active role in learning by using a design process and creative thinking to develop and evaluate solutions, considering a variety of local and global perspectives. The student is expected to:

    (A) resolve challenges in design processes independently using goal setting and personal character traits such as demonstrating courage and confidence;

    (B) discuss and implement a design process using digital tools to compare, contrast, and evaluate student-generated outcomes; and

    (C) identify how the design process is used in various industries.

  (4) Creativity and innovation--emerging technologies. The student demonstrates a thorough understanding of the role of technology throughout history and its impact on societies. The student is expected to:

    (A) discuss how changes in technology throughout history have impacted various areas of study;

    (B) discuss how global trends impact the development of technology; and

    (C) transfer current knowledge to the learning of newly encountered technologies.

  (5) Data literacy, management, and representation--collect data. The student uses advanced digital strategies to collect and represent data. The student is expected to:

    (A) demonstrate how data can be represented in Boolean expression; and

    (B) discuss and use advanced search strategies, including keywords, Boolean operators, and limiters.

  (6) Data literacy, management, and representation--organize, manage, and analyze data. The student uses digital tools to transform data, make inferences, and predictions. The student is expected to use digital tools to transform data in order to identify and discuss trends and make inferences.

  (7) Data literacy, management, and representation--communicate and publish results. The student creates digital products to communicate data to an audience for an intended purpose. The student is expected to use digital tools to communicate and display data from a product or process 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) identify the impact of a digital footprint;

    (B) create formal and informal digital communications using appropriate digital etiquette; and

    (C) collaborate on digital platforms such as recording a video conference presentation using appropriate formal and informal digital etiquette.

  (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) adhere to local acceptable use policy (AUP) and practice safe, ethical, and positive online behaviors;

    (B) discuss and define intellectual property and associated terms, including copyright law, permission, fair use, creative commons, open source, and public domain;

    (C) create citations and cite sources for a variety of digital forms of intellectual property; and

    (D) describe how information can be exaggerated or misrepresented online.

  (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) identify real-world cybersecurity problems such as phishing, malware, password attacks, identity theft, and hacking; and

    (B) identify various methods of cyberbullying such as harassment, impersonation, and cyberstalking.

  (11) Practical technology concepts--processes. The student evaluates and selects appropriate methods or techniques for an independent project and identifies and solves common hardware and software problems using troubleshooting strategies. The student is expected to create and design files in various formats such as text, graphics, video, and audio files.

  (12) Practical technology concepts--skills and tools. The student leverages technology systems, concepts, and operations to produce digital artifacts. The student is expected to:

    (A) apply appropriate technology terminology such as cloud applications, input, output, and basic programming;

    (B) identify effective file management strategies such as file naming conventions, local and remote locations, backup, hierarchy, folder structure, file conversion, tags, and emerging digital organizational strategies;

    (C) select and use the appropriate platform and tools to complete a specific task or project;

    (D) demonstrate improvement in speed and accuracy as measured by words per minute when applying correct keyboarding techniques;

    (E) select and use appropriate shortcuts within applications;

    (F) use help sources to research application features and solve software issues;

    (G) identify types of local and remote data storage such as cloud architecture or local server; and

    (H) use productivity tools found in spread sheet, word processing, and publication applications to create digital artifacts such as reports, graphs, and charts.