Scope & Sequence

Technology Applications TEKS Scope and Sequence

I=Introduction               R=Review               M=Master
(K-2 TEKS, 3-5 TEKS, 6-8 TEKS)
A - in parenthesis means not mentioned at this grade level.

Performance Descriptor
K
1
2
3
4
5
6
7
8
1. Foundations: The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:                   
  • use technology terminology appropriate to the task
    (1A, 1E, 1A)
I
 R  M  R R  M R M  M 
  • start and exit programs as well as create, name, and save files (1B, -, -)
 I I/R M R R M M M M
  • use networking terminology such as on-line, network, or password and access remote equipment on a network such as a printer (-, 1C, -)
 I R R R R M M M M
  • save and delete files, uses menu options and commands, and work with more than one software application (-, 1B, 1F)


I R R M M M
  • identify and describe the characteristics of digital input, processing, and output (-, 1C, -)



I R M M M M
  • <> delineate and make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats and cross platform connectivity (-, 1D, 1D)


I R R R M M
  • demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components (-, -, 1A)





R R M
  • compare, contrast, and appropriately use the various input, processing, output, and primary/secondary storage devices (-, -, 1B)





R R M
  • demonstrate the ability to select and use software for a defined task according to quality, appropriateness, effectiveness, and efficiency (-, -, 1C)





R R M
  • explain the differences between analog and digital technology systems and give examples of each (-, -, 1G)





I R M
  • use terminology related to the Internet appropriately including, but not limited to, electronic mail (e-mail), Uniform Resource Locators (URLs), electronic bookmarks, local area networks (LANs), wide area networks (WANs), World Wide Web (WWW) page, and HyperText Markup Language (HTML) (-, -, 1H)





I R M
  • compare and contrast LANs, WANs, Internet, and intranet (-, -, 1I)





I R M
Performance Descriptor
 K 1 2 3 4 5 6 7 8
2. Foundations. The student uses data input skills appropriate to the task. The student is expected to:








  • use a variety of input devices such as mouse, keyboard, disk drive, modem, voice/sound recorder, scanner, digital video, CD-ROM, or touch screen (2A, 2A, -)
  I R  R  R  R  M   R M  M 
  • demonstrate proficiency in the use of a variety of input devices such as mouse/track pad, keyboard, microphone, digital camera, printer, scanner, disk/disc, modem, CD-ROM, or joystick (-, -, 2A)





R R M
  • use proper keyboarding techniques such as correct hand and body positions and smooth and rhythmic keystroke patterns as grade-level appropriate (2B, 2B, -)
 I R R R R M M M M
  • demonstrate keyboarding proficiency in technique and posture while building speed (-, -, 2B)





R R M
  • demonstrate touch keyboarding techniques for operating the alphabetic, numeric, punctuation, and symbol keys as grade-level appropriate (2C, 2C, -)
 I R R R
R		 R
R		 M
M		 M
M		 M
M		 M
M
  • use digital keyboarding standards for data input such as one space after punctuation, the use of em/en dashes, and smart quotation marks (-, -, 2C)
 I R R R M M M M M
  • produce documents at the keyboard, proofread, and correct errors (2D, 2D, -)
 I R R R R M M M M
  • use language skills including capitalization, punctuation, spelling, word division, and use of numbers and symbols as grade-level appropriate (2E, 2E, -)
 I R R R R M M M M
  • demonstrate an appropriate speed on short timed exercises depending upon the grade level and hours of instruction
    (-, 2F, -)


R R M M M M
  • develop strategies for capturing digital files while conserving memory and retaining image quality (-, -, 2D)








Performance Descriptor K 1 2 3 4 5 6 7 8
3. Foundations. The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to:








  • follow acceptable use policies when using computers
    (3A, 3A,-)
 I R R R R M R M M
  • model respect of intellectual property by not illegally copying software or another individual's electronic work (3B, 3B, 3A)
 I R R R R M R M M
  • discuss copyright laws/issues and model ethical acquisition and use of digital information, citing sources using established methods (-, -, 2A)





R R M
  • demonstrate proper etiquette and knowledge of acceptable use while in an individual classroom, lab, or on the Internet and intranet (-, -, 2B )





R R M
  • describe the consequences regarding copyright violations including, but not limited to, computer hacking, computer piracy, intentional virus setting, and invasion of privacy
    (-, -, 2C)





I R M
  • identify the impact of technology applications on society through research, interviews, and personal observation
    (-, -, 2D)





I R M
  • demonstrate knowledge of the relevancy of technology to future careers, life-long learning, and daily living for individuals of all ages (-, -, 2E)





I R M
Performance Descriptor K 1 2 3 4 5 6 7 8
4. Information acquisition. The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to:








  • apply keyword searches to acquire information (4A, 4A, 4A)
 I R R R R M R M M
  • select appropriate strategies to navigate and access information for research and resource sharing (4B, 4B, 4A)
 I R R R R M R M M
  • use strategies to locate and acquire desired information on LANs and WANs, including the Internet, intranet, and collaborative software (-, 4B, 4A)


I R R R M M
  • apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies (-, 4A, 4B)


I R R R M M
Performance Descriptor K 1 2 3 4 5 6 7 8
5. Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to:








  • identify, create, and use files in various formats such as text, bitmapped/vector graphics, image, video, and audio files (5A, 5A, 5A)
 I R R R R M R M M
  • demonstrate the ability to access, operate, and manipulate information from secondary storage and remote devices including CD- ROM/laser discs and on-line catalogs (-, -, 5B)





I R M
  • use on-line help and other documentation (5B, 5B, 5C)
 I R R R R R R M M
Performance Descriptor K 1 2 3 4 5 6 7 8
6. Information acquisition. The student evaluates the acquired electronic information. The student is expected to:








  • determine the success of strategies used to acquire electronic information (6A, 6B, -)
 I R R R R M M M M
  • determine the usefulness and appropriateness of digital information. (6B, 6C, -)
 I R R R R M M M M
  • determine and employ methods to evaluate the electronic information for accuracy and validity (-, 6A, 6B)


I R R R M M
  • resolve information conflicts and validate information through accessing, researching, and comparing data
    (-, 6A, 6B)


I R R R M M
  • demonstrate the ability to identify the source, location, media type, relevancy, and content validity of available information (-, -, 6C)





I R M
Performance Descriptor K 1 2 3 4 5 6 7 8
7. Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to








  • use software programs with audio, video, and graphics to enhance learning experiences (7A, 7A, -)
 I R R R R M M M M
  • use appropriate software, including the use of word processing and multimedia, to express ideas and solve problems (7B, 7B, -)
 I R R R R M M M M
  • plan, create, and edit documents created with a word processor using readable fonts, alignment, page setup, tabs, and ruler settings (-, 7B, -)


I R M R M M
  • create and edit spreadsheet documents using all data types, formulas and functions, and chart information (-, 7B, 7B)


I R R R M M
  • plan, create, and edit databases by defining fields, entering data, and designing layouts appropriate for reporting
    (-, 7B, 7C)


I R R R M M
  • demonstrate proficiency in the use of multimedia authoring programs by creating linear or non-linear projects incorporating text, audio, video, and graphics (-, 7B, 7C)


I R R R M M
  • create a document using desktop publishing techniques including, but not limited to, the creation of multi-column or multi-section documents with a variety of text-wrapped frame formats (-, -, 7E).





I R M
  • differentiate between and demonstrate the appropriate use of a variety of graphic tools found in draw and paint applications (-, 7B, 7F)


I R M R M M
  • integrate two or more productivity tools into a document including, but not limited to, tables, charts and graphs, graphics from paint or draw programs, and mail merge
    (-, -, 7G)





I R M
  • use interactive virtual environments, appropriate to level, such as virtual reality or simulations (-, -, 7H)





I R M
  • use technical writing strategies to create products such as a technical instruction guide (-, -, 7I)





I R M
  • use foundation and enrichment curricula in the creation of products (-, -, 7J)
 I

R R
R R M
Performance Descriptor K 1 2 3 4 5 6 7 8
8. Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to:








  • use communication tools to participate in group projects (8A, 8A, -)
 I R R R R R R M M
  • use electronic tools and research skills to build a knowledge base regarding a topic, task, or assignment (8B, 8B, -)
 I R R R R M M M M
  • participate with electronic communities as a learner, initiator, contributor, and teacher/mentor (-, 8C, 8A)


I R R R M M
  • complete tasks using technological collaboration such as sharing information through on-line communications (-, -, 8B)





I R M
  • use groupware, collaborative software, and productivity tools to create products (-, -, 8C)





I R M
  • use technology in self-directed activities by sharing products for defined audiences (-, -, 8D)





I R M
  • integrate acquired technology applications skills, strategies, and use of the word processor, database, spreadsheet, telecommunications, draw, paint, and utility programs into the foundation and enrichment curricula (-, -, 8E)





I R M
Performance Descriptor K 1 2 3 4 5 6 7 8
9. Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. The student is expected to:








  • use software features, such as on-line help, to evaluate work progress (9A, 9A, -)
 I R R R R M M M M
  • use software features, such as slide show previews, to evaluate final product (9B, -. -)
 I R R R R M M M M
  • design and implement procedures to track trends, set timelines, and review/evaluate progress for continual improvement in process and product (-, -, 9A)





I R M
  • resolve information conflicts and validate information through research and comparison of data (-, -, 9B)





I R M
Performance Descriptor K 1 2 3 4 5 6 7 8
10. Communication. The student formats digital information for appropriate and effective communication. The student is expected to:








  • use font attributes, color, white space, and graphics to ensure that products are appropriate for the defined audience (10A, 10A, -)
 I R R R R M M M M
  • use font attributes, color, white space, and graphics to ensure that products are appropriate for the communication media including multimedia screen displays and printed material (10B, 10B, -)
 I R R R R M M M M
  • use appropriate applications including, but not limited to, spreadsheets and databases to develop charts and graphs by using data from various sources (-, 10C, -)


I R M R M M
  • use productivity tools to create effective document files for defined audiences such as slide shows, posters, multimedia presentations, newsletters, brochures, or reports (-, -, 10A)





I R M
  • demonstrate the use of a variety of layouts in a database to communicate information appropriately including horizontal and vertical layouts (-, -, 10B)





I R M
  • create a variety of spreadsheet layouts containing descriptive labels and page settings (-, -, 10C)





I R M
  • ?demonstrate appropriate use of fonts, styles, and sizes, as well as effective use of graphics and page design to effectively communicate (-, -, 10D)





I R M
  • match the chart style to the data when creating and labeling charts (-, -, 10E)





I R M
Performance Descriptor K 1 2 3 4 5 6 7 8
11. Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:








  • publish information in a variety of ways including, but not limited to, printed copy, monitor display, Internet documents, and video (11A, 11A, 11A)
 I R R R R M R M M
  • design and create interdisciplinary multimedia presentations for defined audiences including audio, video, text, and graphics (11B, 11B, 11B)
 I R R R R M R M M
  • use telecommunication tools for publishing such as Internet browsers, video conferencing, or distance learning (-, -, 11C)





I R M
Performance Descriptor K 1 2 3 4 5 6 7 8
12. Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. The student is expected to:








  • select representative products to be collected and stored in an electronic evaluation tool (12A, 12A, 12C)
 I R R R R M R M M
  • evaluate the product for relevance to the assignment or task (12B, 12B, 12C)
 I R R R R M R M M
  • design and implement procedures to track trends, set timelines, and review and evaluate the product using technology tools such as database managers, daily/monthly planners, and project management tools (-, -, 12A)





I R M
  • determine and employ technology specifications to evaluate projects for design, content delivery, purpose, and audience, demonstrating that process and product can be evaluated using established criteria or rubrics (-, 12C, 12B)


I R M R M M
developed by Patsy Lanclos