Pre-K guidelines were written to provide for teaching practices as well as to involve families for the readiness and monitoring of student progress. They were designed to also address the needs of English Language Learners and special needs. Pre-K students will learn how technology affects their lives through the use of technology tools and will become aware of handling and controlling technology devices. They must learn to open and navigate programs and create and express ideas through various software. They should be able to name input devices such as mouse, keyboard, sound recorder, touch screen, and CD Rom. They will be able to recognize that information can be found through technology.
The Pre-K TEKS lay the foundation for student learning in that they learn basic developmental skills such as operating programs, interacting, using tools for interaction, and using appropriate vocabulary. They learn how to acquire information and solve problems. Giving access to technology develops 21st century skills.
A spiraling or scaffolding curriculum is one which skills build upon each other. Students in Texas are expected to be technologically literate by the 8th grade, so the concepts should be taught from kindergarten through 8th and should be mastered according to the performance descriptors for TEKS. An example of TEKS having multiple opportunities to be mastered would be terminology, starting and exiting programs, using networking and data input, applying keyword searches, and using navigating strategies.
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I understand that there is a need for Pre-K TEKS, but my question is about how they are managed ? Not all schools, hardly any, have a pre-K class. That is the case in my part of Texas. Do these TEKS get looked at by daycares? I would hope the state in someway makes sure that daycares get copies of these TEKS and try to implement them into their curriculums.
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