Technology Applications TEKS

Technology Applications TEKS

Computational Thinking

Updated 2022

Creativity and Innovation

Data Literacy, Management, and Representation

Digital Citizenship

Practical Technology Concepts

06

07

08

04

05

02

03

01

Computational Thinking

Creativity and Innovation

Data Literacy, Management, and Representation

Computational Thinking

Students break down the problem-solving process into four steps: decomposition, pattern recognition, abstraction, and algorithms.

Digital Citizenship

Applications

Foundations

Practical Technology Concepts

Computational Thinking

Creativity and Innovation

Data Literacy, Management, and Representation

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.

Digital Citizenship

Emerging Technologies

Innovative Design Process

Practical Technology Concepts

Computational Thinking

Creativity and Innovation

Data Literacy, Management, and Representation

Data Literacy, Management, and Representation

Digital Citizenship

Students collect, organize, manage, analyze, and publish various types of data for an audience.

Organize, Manage, and Analyze data

Communicate and Publish Results

Collect Data

Practical Technology Concepts

Computational Thinking

Creativity and Innovation

Data Literacy, Management, and Representation

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.

Digital Citizenship

Privacy, Safety, & Security

Social Interactions

Ethics and Law

Practical Technology Concepts

Computational Thinking

Creativity and Innovation

Data Literacy, Management, and Representation

Practical Technology Concepts

Students build their knowledge of software applications and hardware focusing on keyboarding and use of applications and tools.

Digital Citizenship

Skills and Tools

Processes

Practical Technology Concepts

Computational Thinking

Students break down the problem-solving process into four steps: decomposition, pattern recognition, abstraction, and algorithms.

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 a problem or task such as making a sandwich and break it down (decompose) into smaller pieces; (B) identify simple patterns and make predictions based on the patterns; and (C) identify algorithms (step-by-step instructions) using a sequential process such as first, next, then, and last.

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.

01

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 communicate a problem or task and break down (decompose) multiple solutions into sequential steps; (B) identify complex patterns and make predictions based on the pattern; (C) analyze a plan with adult assistance that outlines the steps needed to complete a task; and (D) create and troubleshoot simple algorithms (step-by-step instructions) that include conditionals such as if-then statements as they apply to an everyday task.

02

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; (C) develop a plan collaboratively and document a plan that outlines specific steps taken to complete a project; and (D) debug simple algorithms (set of procedures) by identifying and removing errors.

03

05 - 08

Computational Thinking

Students break down the problem-solving process into four steps: decomposition, pattern recognition, abstraction, and algorithms.

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 discuss and document various solutions to the problems; (B) identify patterns in story problems and make predictions based on the pattern; (C) communicate design plans and solutions using a variety of options; and (D) debug algorithms (set of procedures) by identifying and removing errors.

04

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 a real-world problem into smaller, manageable subproblems using graphic organizers such as learning maps, concept maps, or other representations of data; (B) identify patterns in real-world problems and make predictions based on the pattern; (C) design and create an outline collaboratively that documents a problem, possible solutions, and an expected timeline for the development of a coded solution; and (D) compare multiple algorithms for the same task and determine which algorithm is the most appropriate for that task.

05

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.

06

05 - 08

Computational Thinking

Students break down the problem-solving process into four steps: decomposition, pattern recognition, abstraction, and algorithms.

Foundations

(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.

07

(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.

08

K - 04

Computational Thinking

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:

Applications

(A) identify a problem or task such as making a sandwich and break it down (decompose) into smaller pieces; (B) identify simple patterns and make predictions based on the patterns; and (C) identify algorithms (step-by-step instructions) using a sequential process such as first, next, then, and last.

(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.

01

(A) identify and communicate a problem or task and break down (decompose) multiple solutions into sequential steps; (B) identify complex patterns and make predictions based on the pattern; (C) analyze a plan with adult assistance that outlines the steps needed to complete a task; and (D) create and troubleshoot simple algorithms (step-by-step instructions) that include conditionals such as if-then statements as they apply to an everyday task.

02

(A) decompose story problems into smaller, manageable subproblems and identify a solution to the problems; (B) identify simple and complex patterns in story problems; (C) develop a plan collaboratively and document a plan that outlines specific steps taken to complete a project; and (D) debug simple algorithms (set of procedures) by identifying and removing errors.

03

(A) decompose story problems into smaller, manageable subproblems and discuss and document various solutions to the problems; (B) identify patterns in story problems and make predictions based on the pattern; (C) communicate design plans and solutions using a variety of options; and (D) debug algorithms (set of procedures) by identifying and removing errors.

04

05 - 08

Computational Thinking

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:

Applications

(A) decompose a real-world problem into smaller, manageable subproblems using graphic organizers such as learning maps, concept maps, or other representations of data; (B) identify patterns in real-world problems and make predictions based on the pattern; (C) design and create an outline collaboratively that documents a problem, possible solutions, and an expected timeline for the development of a coded solution; and (D) compare multiple algorithms for the same task and determine which algorithm is the most appropriate for that task.

05

(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.

06

(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.

07

(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.

08

K - 04

Kindergarten - Technology Applications TEKS

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 a problem or task such as making a sandwich and break it down (decompose) into smaller pieces; (B) identify simple patterns and make predictions based on the patterns; and (C) identify algorithms (step-by-step instructions) using a sequential process such as first, next, then, and last.

Computational ThinkingFoundations

The student, with guidance from an educator, applies the fundamentals of computer science. The student is expected to create a sequence of code with or without technology such as solving a maze using drag-and-drop programming or creating step-by-step directions for student movement to a specific location.

Computational ThinkingApplications

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, including following directions, needed to successfully implement design processes; and (B) use a design process with components such as asking questions, brainstorming, or storyboarding to identify and solve authentic problems with adult assistance.

Creativity & Innovation Innovative Design Process

Creativity & innovation Emerging Technologies

The student defines data and explains how data can be found and collected. The student is expected to: (A) communicate an understanding that data is information collected about people, events, or objects such as computer searches and weather patterns; and (B) communicate with adult assistance the idea that digital devices can search for and retrieve information.

Data Literacy, Management, and RepresentationCollect Data

Data Literacy, Management, and Representation Organize, Manage, and Analyze data

Data Literacy, Management, and Representation Communicate and Publish Results

K -->

Kindergarten - Technology Applications TEKS

Digital Citizenship Social Interactions

The student identifies appropriate ways to communicate in various digital environments. The student is expected to identify and demonstrate responsible behavior within a digital environment.

The student recognizes and practices responsible, legal, and ethical behavior while using digital tools and resources. The student is expected to: (A) demonstrate 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.

Digital Citizenship Ethics & Law

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; and (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.

Digital Citizenship Privacy, Safety & Security

Practical Technology Concepts Processes

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; and (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.

Practical Technology Concepts Skills and Tools

<-- K

Grade 1 - Technology Applications TEKS

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.

Computational ThinkingFoundations

Computational ThinkingApplications

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.

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.

Creativity & Innovation Innovative Design Process

Creativity & 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.

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.

Data Literacy, Management, and RepresentationCollect Data

01 -->

Data Literacy, Management, and Representation Organize, Manage, and Analyze data

Grade 1 - Technology Applications TEKS

Data Literacy, Management, and Representation Communicate and Publish Results

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.

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.

Digital Citizenship Ethics & Law

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.

Digital Citizenship Privacy, Safety & Security

Practical Technology Concepts Processes

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; and (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.

Practical Technology Concepts Skills and Tools

<-- 01

Describe the problem you’re going to resolve and,above all, the reason why your idea is interesting

Computational ThinkingFoundations

01

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02

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03

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04

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05

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06

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Computational Thinking

Foundations

07

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08

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Got an idea?

Let the communication flow!

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• Generate experiences with your content.
• It’s got the Wow effect. Very Wow.
• Make sure your audience remembers the message.

Got an idea?

Let the communication flow!

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

• Generate experiences with your content.
• It’s got the Wow effect. Very Wow.
• Make sure your audience remembers the message.

Got an idea?

Let the communication flow!

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

• Generate experiences with your content.
• It’s got the Wow effect. Very Wow.
• Make sure your audience remembers the message.

Got an idea?

Let the communication flow!

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

• Generate experiences with your content.
• It’s got the Wow effect. Very Wow.
• Make sure your audience remembers the message.

Got an idea?

Let the communication flow!

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

• Generate experiences with your content.
• It’s got the Wow effect. Very Wow.
• Make sure your audience remembers the message.

Got an idea?

Let the communication flow!

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

• Generate experiences with your content.
• It’s got the Wow effect. Very Wow.
• Make sure your audience remembers the message.

Got an idea?

Let the communication flow!

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

• Generate experiences with your content.
• It’s got the Wow effect. Very Wow.
• Make sure your audience remembers the message.

Got an idea?

Let the communication flow!

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

• Generate experiences with your content.
• It’s got the Wow effect. Very Wow.
• Make sure your audience remembers the message.

Got an idea?

Let the communication flow!

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

• Generate experiences with your content.
• It’s got the Wow effect. Very Wow.
• Make sure your audience remembers the message.

Got an idea?

Let the communication flow!

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

• Generate experiences with your content.
• It’s got the Wow effect. Very Wow.
• Make sure your audience remembers the message.

Got an idea?

Let the communication flow!

With Genially templates, you can include visual resources to wow your audience. You can also highlight a particular sentence or piece of information so that it sticks in your audience’s minds, or even embed external content to surprise them: Whatever you like! Do you need more reasons to create dynamic content? No problem! 90% of the information we assimilate is received through sight and, what’s more, we retain 42% more information when the content moves.

• Generate experiences with your content.
• It’s got the Wow effect. Very Wow.
• Make sure your audience remembers the message.