Week 1 Pre-K Technology Applications TEKS

The Pre-K Technology Applications TEKS are part of the voluntary “Texas Prekindergarten Guidelines” provided by TEA to reinforce the importance of creating a foundation for life-long learning as early as possible to spiral curriculum for continued student achievement. The Pre-K guidelines recognize that families are “first teachers” and are important to the students’ cognitive, emotional and social learning. The guidelines support diverse learners such as English Language Learners and Children with Special Needs with strategic “best practices” and stress a “team approach.” Learning environments which play a critical role in student learning promote concepts and relationships that scaffold future learning. Assessments and feedback facilitate timely interventions. Within this context, the Pre-K Technology Applications TEKS address five learner outcomes and examples as follows: open and navigate software programs by following basic oral or visual cues and listen to storybooks and information in electronic forms; use and name a variety of computer input devices by moving and clicking the mouse and using computer terminology; operates voice/sound recorders and touch screens by inserting and playing CD to listen to songs; use software to create writings and drawings and expresses own ideas using a variety of audio, video, and graphics thereby increasing phonological awareness and improving vocabulary; and recognizes and interacts with information that is accessed through the use of technology. The Pre-K Technology “learner outcomes” basically require the same skills as all grade level cluster Technology Application TEKS require. This dynamic, spiraling curriculum provides multiple opportunities to access, interact, and create using technology.

Reference

“Texas Prekindergarten Guidelines.” The University of Texas System and Texas Education Agency. 2008. http://ritter.tea.state.tx.us/ed_init/pkguidelines/PKG_Final_100808.pdf