Pre-K Technology Applications TEKS/Curriculum

Essentially, the Pre-K Technology Applications TEKS are designed to provide foundation for Pre-K students so that they may develop a greater understanding of the usefulness and functions of technology. Pre-K students are introduced to very basic elements, mostly associated with using a computer at a very early age, with the general understanding that they will continue to be exposed to these same elements substantially throughout the education process. These elements include understanding simple vocabulary and ibeing able to correctly identify parts of the computer, i.e. mouse, keyboard, monitor, etc.

Pre-K students are given the opportunity to interact with the computer by using various software that is age-level appropriate, allowing them to interact with the technology and enjoy the opportunity to apply their learning. The key of this is to allow them positive experiences with technology where they can gain a better understanding on which they can build increased knowledge and understanding in the future. All this is done in a very relaxed and stress free environment which allows students the opportunity to continue building on their previous knowledge and apply the basic skills achieved at each level to become more technologically proficient.


Spiraling and Scaffolding Curriculum

To simplify, technically in a spiraling curriculum students are not in a situation where they have to master specific content immediately, as they will have numerous experiences with it over time, and each time they get an increased amount of exposure to the concept. Through repetitive exposure at increased levels, we then expect students to gain a mastery of all the dynamics associated with the content. As an example, in mathematics, we expose Kindergarten and 1st grade students to some very general and basic algebraic concepts, i.e. what is on one side of an equation equals what is on the other side of an equation. Then we introduce them to a missing part, i.e. 5 + _ = 6. In a spiraling curriculum, if a Kindergarten or First Grade students does not show "mastery" of this concept, we do not let it reflect negatively on the curriculum and get overly stressed, as we know that they will see this again at different levels throughout the education process and have numerous opportunities to master it.

To clarify scaffolding, is essentailly saying we are building on prior knowledge to continue moving forward. Some examples would be with our ESL students, as we utilize what they do know in order to get them to understand a new concept, or in teaching a soccer player the process of kicking a football, i.e. they have prior knowledge of how to kick a soccer ball an we utilize those skills to help us be successful in a new area, football.

Since the Technology Application TEKS are built utilizing a Dynamic/Spiraling Curriculum, it allows students to reflect on previous knowledge and to have numerous opportunities to show mastery of concepts associated with the use of technology. An example of this would be students enrolled in grades 3-5 are afforded opportunities to experience a large amount of media, electronic information, data and manipulate various input devices, with the ultimate goal of students getting experience working with a variety of sources. Students were exposed to some of these same experiences in grades K-2, as outlined in the TEKS, and as they move on to Middle School and beyond, they are expected to show proficiency in utilizing these sources.