Grade 8

The Technology Applications TEKS for Grade 8 adopted in 2022 introduces several modifications and contemporary elements compared to the 2012-2013 version. Here are 10 key changes:

1. Strand Structure and Focus:

   - 2022 TEKS introduces five strands (computational thinking; creativity and innovation; data literacy, management, and representation; digital citizenship; and practical technology concepts) with a clear focus on current and emerging technologies, computational thinking, and practical applications.

   - 2012-2013 TEKS had six strands based on the National Educational Technology Standards for Students (NETS•S) focusing more broadly on creativity and innovation, communication, research, critical thinking, digital citizenship, and technology operations.

2. Computational Thinking:

   - 2022 TEKS emphasizes computational thinking as a separate strand, detailing specific steps in problem-solving like decomposition, pattern recognition, abstraction, and algorithms.

   - The earlier version does not distinctly emphasize computational thinking or its components as a dedicated strand.

3. Innovative Design and Emerging Technologies:

   - 2022 TEKS has a distinct focus on innovation in design processes and understanding emerging technologies, forecasting trends, and applying this knowledge to various fields.

   - 2012-2013 TEKS addressed creativity and innovation mainly in terms of creating and presenting original works and exploring systems using simulations and new technologies.

4. Data Literacy, Management, and Representation:

   - 2022 TEKS places significant emphasis on data literacy, including detailed expectations for collecting, organizing, managing, analyzing, and publishing data.

   - The earlier version touched upon these aspects more generally under research and information fluency.

5. Digital Citizenship:

   - 2022 TEKS has detailed expectations for digital citizenship, including social interactions, ethics and laws, privacy, safety, and security.

   - The 2012-2013 TEKS addressed digital citizenship in terms of safe, responsible, legal, and ethical behavior but with less detail on specific components like cybersecurity and digital footprint management.

6. Practical Technology Concepts:

   - 2022 TEKS introduces a strand dedicated to practical technology concepts, focusing on hands-on skills with software applications, hardware, and integrating multiple applications.

   - The earlier version integrated these concepts into technology operations and concepts but did not provide as distinct a focus on integrating and applying multiple applications.

7. Integration and Flexibility in Instruction:

   - 2022 TEKS provides flexibility in how districts offer technology applications, allowing integration into all content areas or through stand-alone courses.

   - The 2012-2013 version also encouraged flexibility but was less explicit about the integration of technology standards into various content areas.

8. Descriptive and Prescriptive Language:

   - 2022 TEKS uses language that specifies certain requirements (e.g., “including” for must-master content, “such as” for illustrative examples) to guide educators more explicitly.

   - The previous version used similar language but was less structured in how these instructional directives were applied.

9. Implementation and Funding Clauses:

   - 2022 TEKS includes specific clauses about implementation timelines, conditions based on funding availability, and responsibilities of the commissioner of education, showing a structured approach to policy and funding.

   - The 2012-2013 TEKS did not detail such specific clauses about implementation and funding.

10. Explicit Mention of Collaboration and Communication Tools:

    - 2022 TEKS explicitly mentions the use of current and emerging collaboration and communication tools embedded across the strands, reflecting the contemporary digital environment.

    - The earlier version, while emphasizing communication and collaboration, did not explicitly integrate the use of contemporary digital tools across all strands.

These changes reflect an evolution in the curriculum to incorporate more current technologies, emphasize computational thinking and data literacy, and provide a more structured and comprehensive approach to digital education in Grade 8.

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: 

Here are some resources that can assist in teaching the Technology Applications TEKS adopted in 2022 for 8th grade:

• Texas Education Agency - Technology Applications - Official site providing resources and guidance for Technology Applications TEKS​​.

• TechNotes Blog - Update on Technology Applications TEKS - Information on the revision process and resources for Technology Applications TEKS​​.

• UTakeIt - K-8 Tech Apps TEKS Vertical Alignment Document - Vertical alignment document for K-8 Tech Apps TEKS and additional resources​​.

• Texas Education Agency - STEM Newsletter - Information on STEM resources and events relevant to Technology Applications TEKS​​.

• TechNotes Blog - New TA-TEKS Meaning for Texas - Insights on the new TA-TEKS and resources for professional development and support​​.

• TCEA’s Annual Convention and Exposition - A platform for educators to collaborate and access resources and support for integrating TA-TEKS​​.

• Learning.com - State-adopted curriculum offering resources aligned with TA-TEKS for K-8 grades, as mentioned in the TechNotes Blog​​.

• Learning Undefeated - Texas Mobile STEM Lab - Provides TEKS-aligned engineering challenges and a variety of free resources for educators​​.

• CS Teachers Association - Student Standards - Provides standards and resources for teaching computational thinking and other technology skills​​.

• International Society for Technology in Education - ISTE Student Standards - Offers standards and resources for integrating technology in education, supporting the goals of TEKS​​.

These resources offer a range of materials, from policy documents and alignment guides to practical tools and professional development opportunities, aiding educators in effectively implementing the Technology Applications TEKS for 8th grade.

Technology Applications, Grades 3-5, 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, including text, raster and vector graphics, video, and audio files;

    (B) create, present, and publish original works as a means of personal or group expression;

    (C) explore complex systems or issues using models, simulations, and new technologies to develop hypotheses, modify input, and analyze results; and

    (D) analyze trends and forecast possibilities.

  (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 and manage 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 and publish 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) plan, 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, explain, and practice copyright principles, including current laws, fair use guidelines, creative commons, open source, and public domain;

    (B) practice and explain 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 and explain 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) evaluate and 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) apply troubleshooting techniques, including 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) evaluate how changes in technology throughout history have impacted various areas of study;

    (I) evaluate 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, mail merge, and list attributes;

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

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

      (iv) a digital publication using relevant publication standards and graphic design principles;

    (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 8, 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 pseudocode;

    (B) analyze the patterns and sequences found in pseudocode and identify its variables;

    (C) practice abstraction by developing a generalized algorithm that can solve different types of problems;

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

    (E) develop, compare, and improve algorithms for a specific task to solve a problem; 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) construct named variables with multiple data types and perform operations on their values;

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

    (C) modify and implement previously written code to develop improved programs.

  (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) demonstrate innovation in a design process using goal setting and personal character traits, including demonstrating calculated risk-taking and tolerance;

    (B) discuss and implement a design process that includes planning, selecting digital tools to develop, test, and evaluate design limitations, and refining a prototype or model; 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) evaluate how changes in technology throughout history have impacted various areas of study;

    (B) evaluate and predict 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) compare and contrast data types, including binary, integers, real numbers, Boolean data, and text-based representations; and

    (B) apply appropriate search strategies, including keywords, Boolean operators, and limiters, to achieve a specified outcome that includes a variety of file formats.

  (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, analyze trends, and predict possibilities and develop steps for the creation of an innovative process or product.

  (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 publish data from a product or process to 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) analyze the importance of managing a digital footprint and how a digital footprint can affect the future;

    (B) create and publish a formal digital communication for a global audience using appropriate digital etiquette; and

    (C) collaborate and publish for a global audience on digital platforms such as recording and editing videos 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 advocate for safe, ethical, and positive online behaviors;

    (B) adhere to appropriate intellectual property law when creating digital products;

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

    (D) evaluate the bias of digital information sources, including websites.

  (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) analyze real-world scenarios to identify cybersecurity threats and propose ways to prevent harm; and

    (B) evaluate scenarios or case studies to identify warning signs of a cyberbullying victim such as withdrawal or lack of sleep and predict the outcomes for both 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:

    (A) combine various file formats for a specific project or audience; and

    (B) share and seek feedback on files in various formats, including text, raster and vector 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) integrate use of appropriate technology terminology in scholarly inquiry and dialogue such as classroom discussion and written samples;

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

    (C) select and use appropriate platform and tools, including selecting and using software or hardware to transfer data;

    (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) apply appropriate troubleshooting techniques and seek technical assistance as needed;

    (G) compare types of local and remote data storage such as cloud architecture or local server and select the appropriate type of storage to store and share data; and

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