Grade 7

Here are 10 key changes between the Technology Applications TEKS for Grade 7 adopted in 2022 and the previous version from the 2012-2013 school year:

1. Emphasis on Computational Thinking:

   - 2022 TEKS introduces computational thinking as a core concept, including decomposition, pattern recognition, abstraction, and algorithms.

   - 2012-2013 TEKS did not explicitly emphasize computational thinking.

2. Use of Flowcharts:

   - 2022 TEKS emphasizes the use of flowcharts as a visualization tool for problem-solving.

   - 2012-2013 TEKS did not mention flowcharts.

3. Collaborative Design and Debugging:

   - 2022 TEKS encourages collaborative design and debugging of algorithms.

   - 2012-2013 TEKS did not focus on collaboration in this context.

4. Benefits of Iteration:

   - 2022 TEKS highlights the benefits of using iteration (code and sequence repetition) in algorithms.

   - 2012-2013 TEKS did not emphasize iteration.

5. Proficiency in Technology Terminology:

   - 2022 TEKS emphasizes proficiency in technology terminology through collaboration.

   - 2012-2013 TEKS did not emphasize this aspect.

6. File Management Strategies:

   - 2022 TEKS teaches effective file management strategies, including file naming conventions, backup, and hierarchy.

   - 2012-2013 TEKS did not cover file management comprehensively.

7. Introduction to Various Tools:

   - 2022 TEKS introduces various software and hardware tools for specific tasks.

   - 2012-2013 TEKS did not provide as comprehensive coverage of tool selection.

8. Keyboarding Skills:

   - 2022 TEKS aims to improve keyboarding speed and accuracy.

   - 2012-2013 TEKS did not emphasize keyboarding skills to the same extent.

9. Data Storage and Cloud Architecture:

   - 2022 TEKS discusses various types of data storage, including cloud architecture.

   - 2012-2013 TEKS did not explicitly mention cloud architecture.

10. Productivity Tools for Complex Artifacts:

    - 2022 TEKS incorporates the use of productivity tools for creating complex digital artifacts like reports, graphs, and charts.

    - 2012-2013 TEKS did not specify the creation of such complex artifacts.

These changes in the 2022 Technology Applications TEKS for Grade 7 reflect a more comprehensive and updated approach to technology education, addressing computational thinking, practical skills, and the use of digital tools more explicitly to prepare students for the digital age.

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: 

Certainly, here are 10 URL links that can assist in teaching the Technology Applications TEKS adopted in 2022 for 7th grade:

1. Code.org - Computer Science Fundamentals: Code.org offers free courses that introduce students to computer science concepts and coding. This resource aligns with the computational thinking strand.

2. Scratch Programming: Scratch is a beginner-friendly programming platform that allows students to create interactive stories, games, and animations.

3. Khan Academy - Computer Programming: Khan Academy provides tutorials and interactive exercises on computer programming topics, including algorithms and debugging.

4. Common Sense Education - Digital Citizenship Curriculum: This curriculum focuses on teaching students about digital citizenship, online safety, and ethical behavior.

5. Google's Be Internet Awesome: Google's interactive program helps students learn about online safety, privacy, and responsible digital behavior.

6. TED-Ed - Lessons on Technology: TED-Ed offers a collection of lessons related to technology, including topics on emerging technologies and their impact.

7. ReadWriteThink - Student Interactives: This resource provides a variety of digital tools and interactive activities for students, including graphic organizers and data visualization tools.

8. Hour of Code: Hour of Code offers a collection of coding tutorials and activities suitable for middle school students.

9. Canva for Education: Canva offers a free version for educators and students, allowing them to create graphics, infographics, and visual presentations.

10. Exploratorium: The Science of Music: This interactive resource explores the science and technology behind music, providing students with hands-on experiences related to sound and technology.

These resources cover various aspects of the Technology Applications TEKS for 7th grade, from coding and computational thinking to digital citizenship and data literacy. Teachers can integrate them into their lessons to enhance students' understanding of technology concepts.

Technology Applications, Grades 7, 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 and present 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 make predictions.

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

    (A) create personal learning networks to collaborate and publish 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) create products using technical writing strategies.

  (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) use and evaluate 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 and practice 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 and explain 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 and apply 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) implement effective file management strategies such as file naming conventions, location, backup, hierarchy, folder structure, file conversion, tags, labels, and emerging digital organizational strategies;

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

    (I) explain 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 advanced computational and graphic components such as complex formulas, basic functions, data types, and chart generation;

      (iii) a database by manipulating components such as defining fields, entering data, and designing layouts appropriate for reporting; 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.

Technology Applications, Grade 7, 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 using flowcharts;

    (B) analyze the patterns and sequences found in flowcharts;

    (C) identify abstraction and analyze how an algorithm the student created can be generalized to solve additional problems;

    (D) design a plan collaboratively using flowcharts 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) manipulate and rename variables and describe different data types; and

    (B) use a software design process to create text-based programs with nested loops that address different subproblems within a real-world context.

  (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 responsibility and advocating for self appropriately;

    (B) discuss and implement a design process that includes planning and selecting digital tools to develop and refine a prototype or model through trial and error; 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) explain how changes in technology throughout history have impacted various areas of study;

    (B) explain 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 a binary number systems; and

    (B) evaluate 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 in order to transform data to analyze trends and make inferences and predictions.

  (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 or persuade 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) classify actions as having a positive or negative effect on a digital footprint;

    (B) create and revise formal and informal communications using a feedback process and 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 and model safe, ethical, and positive online behaviors;

    (B) explain the importance of intellectual property laws, including the benefits of protection for content owners, and the consequences of violating these laws;

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

    (D) evaluate how various types of media, including social media, and technology can be used to exaggerate and misrepresent information.

  (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) describe and model ways to protect oneself from real-world cybersecurity attacks; and

    (B) analyze the negative impacts of cyberbullying on the victim and the bully.

  (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 choose a variety of digital tools to create, share, and communicate digital artifacts.

  (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) demonstrate proficiency in the appropriate use of technology terminology in projects through team collaboration and communication;

    (B) demonstrate 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 with assistance;

    (C) select and use appropriate platform and tools, including selecting and using software or hardware for a defined task;

    (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) research and test potential solutions to solve hardware and software problems;

    (G) use a variety of types of local and remote data storage to store or share data such as cloud architecture or local server; and

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