Pre-K Technology Application TEKS

Children in Pre-Kindergarten embark on their journey into education. This is the beginning of life-long learning and technology is an integral part of the learning experience. It is imperative that children are afforded the opportunity to begin using technology at the earliest stages of their education. The Pre-K Technology Application TEKS strive to provide teachers the guidelines to introduce these little new learners to the world of technology. By integrating these technologies into the curriculum, teachers are able to provide differentiated instruction to learners of all abilities. Technology allows children with special educational needs, English language learners as well as advanced students the opportunity to enhance and individualize their learning environment. The Pre-K Technology TEKS provide specific measureable goals that each student should master in order to continue their progression into technology throughout their educational studies.
The TEKS state that the student will be able to start, use and exit software programs that are age appropriate. The student will be able to identify parts of the computer such as the mouse, keyboard, printer and CD-ROM. Technology will provide basic oral and pictorial cues to help the student operate programs. The student is expected to listen to and interact with storybooks and information texts. The student will be use a variety of software to enhance the learning experience.
The Pre-K TEKS lay the foundation for student performance in future grades by providing an introduction to both the hardware and software necessary for basic computer operations. The requirements are the basic minimum operations that are required to successfully use a computer. The TEKS set the stage for using technology as an integral part of the learning experience.
Scaffolding instruction means adjusting instruction so that students are challenged and able to
develop new skills. Teachers, students, and instructional practices and materials can provide this support. By spiraling concepts vertically throughout the education of a student, the student is able to master and continue to build upon concepts. An example of spiraling curriculum can be seen in the Foundations application strand of the Technology TEKS. In Pre-Kindergarten the student is expected to be able to start and exit programs. TEK 1.B. for K-2 states that the student will be able to start and exit programs as well as create, name and save files. The students is expected to be able to continue using the skill he mastered in Pre-K and expand upon this skill as he progresses in K-2. In the Foundations strand for Grades 3-5, 1.B. states the student will now save and delete files, use menu options and commands, and work with more than one software application. In Grades 6-8, the student is now asked to apply the knowledge he has learned. In the Foundations strand, TEK 1.A. states that the student demonstrates knowledge and appropriate use of operating systems, software applications, and communication and networking components. This series of TEKS clearly demonstrates scaffolding instruction so that the student has multiple opportunities not only to master knowledge and skills, but to build upon and extend that knowledge.