Reflection on the Pre-K Technology Application TEKS

The Pre-K Technology Applications TEKS are broken down into 5 components:

1.) Opening and navigating through software programs:
The child should be able to follow visual or oral cues to operate the software. Also, the child should be able to listen and interact with storybooks and informational texts. It is important that the teacher provides great resources and the time to practice, as well as modeling correct use.

2.) Naming and using computer input devices:
The child should be able to use the keyboard, mouse, touch-screen, CD-ROM, and the voice/sound recorder. Students should demonstrate double-clicking the mouse, and be able to use correct terminology when refering to their work on the computer. The teacher must provide ample time to master these concepts and demonstrate how to use these devices correctly.

3.) Operating voice/sound recorders and touch screens:
The child should use these devices appropriately and be able to insert and play a CD to listen to songs. The teacher provides these tools and demonstrates how to use them during their playtime.

4.) Use software applications to create and express their own ideas:
The child can create writings and drawings using software. Also, the students should use software packages with graphics, audio, and video to increase vocabulary and phonological awareness. Teacher must allow time for each child to use the technology and interact with the programs.

5.) Sees that information is available through technology:
The child should learn new information through the using of technology in the classroom. The teachers demonstrates when and how to get information from websites.

The Pre-K TEKS lay the foundation for student performance in future grades by helping children become aware of the usefulness and entertainment aspect of technology. The earlier a child becomes familiar with technology, the more independent and confident they will feel. They will be much more likely to experiment and be self-motivated to learn more.

A spiraling or scaffolding curriculum is one that is vertically aligned, and created to prevent gaps in instruction. A concept is introduced generally, and as the grades progress, the student objective becomes more defined and specific. Such as introducing subtraction of one digit numbers, then two digit numbers, then three digit numbers and so on. Or the understanding of place value for 2 digit numbers, then 3 digit numbers, and so on.

In Pre-K, a child is introduced to the mouse and keyboard as a input device of the computer. In Grades K - 2, in TEKS 2A, it states that the student is expected to "use a variety of input devices such as mouse, keyboard, ...". Later, in Grades 3 - 5, in TEKS, it states again that the student is expected to "use a variety of input devices such as mouse, keyboard, ...". in Grades 6 - 8, as well as Grades 9 - 12, TEKS 2A states the the student is expected to demonstrate proficiency in the use of a variety of input devices such as mouse/track pad, keyboard, ...".