Technology Applications Standards For All Beginning Teachers
TECHNOLOGY APPLICATIONS STANDARDS
FOR ALL BEGINNING TEACHERS
Standard I.
All teachers use technology-related terms, concepts, data input strategies, and ethical practices to make informed decisions about
current technologies and their applications.
Standard II.
All teachers identify task requirements, apply search strategies, and use current technology to efficiently acquire, analyze, and
evaluate a variety of electronic information.
Standard III.
All teachers use task-appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results in a way that
supports the work of individuals and groups in problem-solving situations.
Standard IV.
All teachers communicate information in different formats and for diverse audiences.
Standard V.
All teachers know how to plan, organize, deliver, and evaluate instruction for all students that incorporates the effective use of
current technology for teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the
curriculum.
Standard VI-
Standard XI.
Beginning teachers who are not technology application specialists are not responsible for this standard.
Standard I. All teachers use technology-related terms, concepts, data input strategies, and ethical practices to make informed decisions about current technologies and
their applications.
Teacher Knowledge: What All Teachers Know
Application: What All Teachers Can Do
Teachers of Students in Grades EC–12
Teachers of Students in Grades EC–12
The beginning teacher knows and understands:
The beginning teacher is able to:
1.1k
the appropriate use of hardware components, software programs, and their
1.1s
demonstrate knowledge and appropriate use of operating systems, software
connections;
applications, and communication and networking components;
1.2k
data input skills appropriate to the task; and
1.2s
compare, contrast, and appropriately use various input, processing, output,
and primary/secondary storage devices;
1.3k
laws and issues regarding the use of technology in society.
1.3s
select and use software for a defined task according to quality,
appropriateness, effectiveness, and efficiency;
1.4s
delineate and make necessary adjustments regarding compatibility issues,
including, but not limited to, digital file formats and cross-platform
connectivity;
1.5s
use technology terminology appropriate to the task;
1.6s
perform basic software application functions, including, but not limited to,
opening an application program and creating, modifying, printing, and saving
documents;
1.7s
explain the differences between analog and digital technology systems and
give examples of each;
1.8s
use appropriate terminology related to the Internet, 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) pages, and Hypertext Markup Language (HTML);
1.9s
compare and contrast LANs, WANs, the Internet, and intranets;
1.10s
use a variety of input devices such as mouse/track pad, keyboard,
microphone, digital camera, printer, scanner, disk/disc, modem, CD-ROM,
and joystick;
1
Standard I. All teachers use technology-related terms, concepts, data input strategies, and ethical practices to make informed decisions about current technologies and
their applications.
Application: What All Teachers Can Do
Teachers of Students in Grades EC–12 (continued)
1.11s
demonstrate keyboarding proficiency in technique and posture while building
speed;
1.12s
use digital keyboarding standards for data input such as one space after
punctuation, the use of em/en dashes, and smart quotation marks;
1.13s
develop strategies for capturing digital files while conserving memory and
retaining image quality;
1.14s
discuss copyright laws, violations, and issues including, but not limited to,
computer hacking, computer piracy, intentional virus setting, and invasion of
privacy;
1.15s
model ethical acquisition and use of digital information including citing
sources using established methods;
1.16s
demonstrate proper etiquette and knowledge of acceptable use of electronic
information and products while in an individual classroom, lab, or on the
Internet or an intranet;
1.17s
identify the impact of technology applications on society through research,
interviews, and personal observation; and
1.18s
demonstrate knowledge of the importance of technology to future careers,
lifelong learning, and daily living for individuals of all ages.
2
Standard II. All teachers identify task requirements, apply search strategies, and use current technology to efficiently acquire, analyze, and evaluate a variety of
electronic information.
Teacher Knowledge: What All Teachers Know
Application: What All Teachers Can Do
Teachers of Students in Grades EC–12
Teachers of Students in Grades EC–12
The beginning teacher knows and understands:
The beginning teacher is able to:
2.1k
a variety of strategies for acquiring information from electronic resources;
2.1s
use strategies to locate and acquire desired information from collaborative
software and on networks, including the Internet and intranets;
2.2k
how to acquire electronic information in a variety of formats; and
2.2s
apply appropriate electronic search strategies in the acquisition of
2.3k
how to evaluate acquired electronic information.
information, including keyword and Boolean search strategies;
2.3s
identify, create, and use files in various appropriate formats such as text,
bitmapped/vector graphics, image, video, and audio files;
2.4s
access, manage, and manipulate information from secondary storage and
remote devices;
2.5s
use on-line help and other documentation;
2.6s
determine and employ methods to evaluate electronic information for
accuracy and validity;
2.7s
resolve information conflicts and validate information by accessing,
researching, and comparing data from multiple sources; and
2.8s
identify the source, location, media type, relevancy, and content validity of
available information.
3
Standard III. All teachers use task-appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results in a way that supports the work of
individuals and groups in problem-solving situations.
Teacher Knowledge: What All Teachers Know
Application: What All Teachers Can Do
Teachers of Students in Grades EC–12
Teachers of Students in Grades EC–12
The beginning teacher knows and understands:
The beginning teacher is able to:
3.1k
how to use appropriate computer-based productivity tools to create and
3.1s
plan, create, and edit word processing documents using readable fonts,
modify solutions to problems;
alignment, page setup, tabs, and ruler settings;
3.2k
how to use research skills and electronic communication to create new
3.2s
plan, create, and edit spreadsheet documents using all data types, formulas
knowledge; and
and functions, and chart information;
3.3k
how to use technology applications to facilitate evaluation of work, including
3.3s
plan, create, and edit databases by defining fields, entering data, and
both process and product.
designing layouts appropriate for reporting;
3.4s
demonstrate proficiency in the use of multimedia authoring programs by
creating linear or nonlinear projects incorporating text, audio, video, and
graphics;
3.5s
plan, create, and edit a document using desktop publishing techniques
including, but not limited to, the creation of multicolumn or multisection
documents with a variety of text-wrapped frame formats;
3.6s
differentiate between and demonstrate the appropriate use of a variety of
graphic tools found in draw and paint applications;
3.7s
integrate two or more productivity tools, including, but not limited to, tables,
charts and graphs, graphics from paint or draw programs, and mail merge,
into a document;
3.8s
use interactive virtual environments, appropriate to grade level, such as
virtual reality or simulations;
3.9s
use technical writing strategies to create products such as a technical
instruction guide;
4
Standard III. All teachers use task-appropriate tools to synthesize knowledge, create and modify solutions, and evaluate results in a way that supports the work of
individuals and groups in problem-solving situations.
Application: What All Teachers Can Do
Teachers of Students in Grades EC–12 (continued)
3.10s
use subject matter foundation and enrichment curricula in the creation of
products;
3.11s
participate in electronic communities as a learner, initiator, and contributor;
3.12s
complete tasks using technological collaboration such as sharing information
through on-line communications;
3.13s
use groupware, collaborative software, and productivity tools to create
products;
3.14s
use technology in self-directed activities to create products for and share
products with defined audiences;
3.15s
integrate acquired technology applications, skills, and strategies and use of
the word processor, database, spreadsheet, telecommunications, draw, paint,
and utility programs into the foundation and enrichment curricula;
3.16s
design and implement procedures to track trends, set time lines, and review/
evaluate progress for continual improvement in process and product; and
3.17s
resolve information conflicts and validate information through research and
comparison of data from multiple sources.
5
Standard IV. All teachers communicate information in different formats and for diverse audiences.
Teacher Knowledge: What All Teachers Know
Application: What All Teachers Can Do
Teachers of Students in Grades EC–12
Teachers of Students in Grades EC–12
The beginning teacher knows and understands:
The beginning teacher is able to:
4.1k
how to format digital information for appropriate and effective
4.1s
use productivity tools, such as slide shows, posters, multimedia presentations,
communication;
newsletters, brochures, or reports, to create effective document files for
defined audiences;
4.2k
how to deliver a product electronically in a variety of media; and
4.2s
demonstrate the use of a variety of layouts in a database, including horizontal
4.3k
how to evaluate communication in terms of both process and product.
and vertical layouts, to communicate information appropriately;
4.3s
create a variety of spreadsheet layouts containing descriptive labels and page
settings;
4.4s
demonstrate appropriate use of fonts, styles, and sizes, as well as effective use
of graphics and page design to communicate effectively;
4.5s
match the chart style to the data when creating and labeling charts;
4.6s
publish information in a variety of ways, including, but not limited to, printed
copy, monitor displays, Internet documents, and video;
4.7s
design and create interdisciplinary multimedia presentations that include
audio, video, text, and graphics for defined audiences;
4.8s
use telecommunication tools, such as Internet browsers, video conferencing,
and distance learning, for publishing information;
4.9s
design and implement procedures to track trends, set time lines, and review
and evaluate products using technology tools such as database managers,
daily/monthly planners, and project management tools;
4.10s
determine and employ technology specifications to evaluate projects for
design, content delivery, purpose, and audience and demonstrate that process
and product can be evaluated using established criteria or rubrics;
6
Standard IV. All teachers communicate information in different formats and for diverse audiences.
Application: What All Teachers Can Do
Teachers of Students in Grades EC–12 (continued)
4.11s
select representative products to be collected and stored in an electronic
evaluation tool; and
4.12s
evaluate products for relevance to the assignment or task.
7
Standard V. All teachers know how to plan, organize, deliver, and evaluate instruction for all students that incorporates the effective use of current technology for
teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.
Teacher Knowledge: What All Teachers Know
Application: What All Teachers Can Do
Teachers of Students in Grades EC–12
Teachers of Students in Grades EC–12
The beginning teacher knows and understands:
The beginning teacher is able to:
5.1k
planning techniques to ensure that students have time to learn the Technology
5.1s
plan applications-based technology lessons using a range of instructional
Applications TEKS in order to meet grade-level benchmark expectations;
strategies for individuals and small/whole groups;
5.2k
where to find and how to utilize technological resources to implement the
5.2s
identify and address equity issues related to the use of technology, including,
TEKS, to support instruction, to extend communication, to enhance
but not limited to, gender, ethnicity, language, disabilities, and student access
classroom management, and to become more productive in daily tasks;
to technology;
5.3k
instructional strategies for teaching the Technology Applications TEKS and
5.3s
plan, select, and implement instruction that allows students to use technology
integrating them into the curriculum;
applications in problem-solving and decision-making situations;
5.4k
strategies that students with diverse strengths and needs can use to determine
5.4s
develop and implement, using technology applications, tasks that emphasize
word meaning in content-related texts;
collaboration and teamwork among members of a structured group or project
team;
5.5k
strategies that students with diverse strengths and needs can use to develop
content-area vocabulary;
5.5s
provide adequate time for teaching the Technology Applications TEKS;
5.6k
strategies that students with diverse strengths and needs can use to facilitate
5.6s
identify and use resources to keep current with technology education;
comprehension before, during, and after reading content-related texts;
5.7s
create project-based learning activities that integrate the Technology
5.7k
how to evaluate the effectiveness of technology-based instruction; and
Applications TEKS into the curriculum and meet the Technology
Applications TEKS benchmarks;
5.8k
how to set goals for ongoing professional development in teaching the
Technology Applications TEKS and integrating them into the curriculum.
5.8s
follow guidelines for the legal and ethical use of technology resources;
5.9s
select and use developmentally appropriate instructional practices, activities,
and materials to improve student learning of the Technology Applications
TEKS;
5.10s
use a variety of instructional strategies to ensure all students’ reading
comprehension of content-related texts, including helping students link the
content of texts to their lives and connect related ideas across different texts;
8
Standard V. All teachers know how to plan, organize, deliver, and evaluate instruction for all students that incorporates the effective use of current technology for
teaching and integrating the Technology Applications Texas Essential Knowledge and Skills (TEKS) into the curriculum.
Application: What All Teachers Can Do
Teachers of Students in Grades EC–12 (continued)
5.11s
teach students how to locate, retrieve, and retain content-related information
from a range of texts and technologies;
5.12s
teach students how to locate the meanings and pronunciations of unfamiliar
content-related words using appropriate sources, such as dictionaries,
thesauruses, and glossaries;
5.13s
use technology tools to perform administrative tasks such as taking
attendance, maintaining grade books, and facilitating communication;
5.14s
evaluate appropriately students’ projects and portfolios using formal and
informal assessment methods;
5.15s
collect observable and measurable data to gauge student progress and adjust
instruction in Technology Applications;
5.16s
conduct an ongoing self-assessment of strengths and weaknesses in the
knowledge and skills of Technology Applications;
5.17s
develop and implement an individual plan for professional growth in the
knowledge and skills of Technology Applications; and
5.18s
incorporate new strategies to improve classroom instruction in Technology
Applications.
9
Standard VI-Standard XI. Beginning teachers who are not technology application specialists are not responsible for this standard.
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