Accomplishing the TA TEKS outside of rotation€¦ · · 2010-06-28the lab each week in order to...

Accomplishing the

Technology Applications TEKS

Outside of the Rotation Period

Instructional Technology Department

Bruce Ellis, Director

972-925-8079

As required by the Texas Education Agency, the Technology Applications TEKS are technology

skills that should be mastered by students at each grade level. When this expectation is

addressed through the classroom content teacher co-teaching with the technology teacher outside

of the planning period, everyone wins…students, teachers, and principals.

Prior to the class visiting, the technology teacher visits with each grade level to share the TEKS

that will be addressed according to the Technology Applications CPGs. During this collaborative

time, the classroom teachers and the lab teachers identify core content that can be used as the

Technology Applications are addressed. Lessons and activities started in the classroom can be

extended by projects completed in the lab. Students and teachers can use the skills learned in the

lab to incorporate in other lessons taking place in the classroom….thus improving technology

integration in the classroom and assisting the teacher to demonstrate using technology

appropriately for her PDAS. As teachers become more comfortable in using technology, they are

better able to engage students with technology in meaningful ways.

But HOW does it work for us?! Having a campus of 600 or more students does make it impossible to have every student visit

the lab each week in order to master the Technology Applications TEKS. In order to make it

work for large campuses, there are two options: add additional labs/teachers,

prioritize students. The first option quickly brings to mind a wide variety of

problems ranging from staffing, certification, to funds.

In order best prepare students for acquiring technology proficiency, prioritizing students is the

best answer. Starting with the highest grade level at your campus, begin scheduling students in

the lab once per week. This can be assigned to a particular content teacher to co-teach with the

technology teacher or it can be shared based on classroom learning standards throughout the

year.

The classroom

teacher is the

content expert.

The technology

teacher is the

technology

expert.

Some TA TEKS will be better suited for certain content…that is word processing might be

easiest done with ELA or social studies while spreadsheets may lend itself to mathematics or

science. This will largely depend on the particular technology standards addressed as well as the

concurrent content expectations from the core teachers.

Continue scheduling students until your day is full. If possible, try to reserve at least one slot per

week as an ‘open period’ in which gifted and talented students may attend with their teacher or

lower grade levels can sign up for the time as needed.

Because of the nature of the Technology Applications TEKS, standards for K-2 are easily

satisfied within the classroom with very little ‘formal’ instruction. Beginning in grade 3, student

expectations become more demanding and focused in which students do need a frequent,

regularly scheduled time with a technology teacher who can lead students in mastering the

technology skills.

So as not to teach technology for technology sake, the Instructional Technology department has

integrated core content standards in most of the lessons that are concurrent with their core

classroom equivalents. At any given time there are several relevant core content standards that

can be infused within the technology lessons. We encourage teachers to collaborate in order to

make the lessons meaningful for both sides.

What should I see? Because we don’t typically think of technology standards when we think of

student work, you may be asking, “Exactly what should I see when I visit the

lab?” The answer to that is, “Exactly what you see when you visit regular

classrooms.” Every assignment should be product-based. At the end of the lesson,

which may extend beyond one lab visit, students should be able to demonstrate mastery of the

technology standards in a context of the core content. In this setting, technology becomes the

tool in which students interact with the content to access, evaluate, synthesize, and present

information. Many times, products will be able to be printed and displayed just as student work

would be displayed in the classroom. Some products may not lend themselves to printing but can

be evidenced by rubrics, student responses, and other means of referring to the standards

addressed.

My teachers may not like this. That is correct – some teachers do want to close their doors and be the king of their domain. But,

there are several very good reasons why co-teaching offers benefits that should be considered:

� Co-teaching in this manner recognizes the classroom teacher as the content expert;

� The technology teacher ‘walks beside’ the classroom teacher as they journey into

integrating technology for students;

� Classroom teachers are able to learn the technology skills that are appropriate for their

grade level;

� Students find the content more engaging when they are expected to use technology;

� Classroom teachers will be able to demonstrate using technology for their PDAS;

� Classroom teachers will be able to model relevant teaching strategies using technology;

� SBEC requires that all teachers have mastered the Technology Applications TEKS

equivalent to eighth grade students.

Sample Schedule Mon. Tues. Wed. Thurs. Fri.

8:15 – 9:00 6A 6B 6C 6D 6E

9:00 – 9:45 6F 5A 5B 5C 5D

9:45 – 10:30 5E 5F 4A 4B 4C

10:30 – 11:15 4D 4E 4F 4G 4H

11:15 – 12:00 Planning

12:00 – 12:30 Lunch

12:30 – 1:15 3A 3B 3C 3D 3E

1:15 – 2:00 3F 3G 3H 3I Open

2:00 – 2:45 2A 2B 2C 2D Open

2:45 – 3:00 2E 2F 2G 2H 2I

What you

should see

by grade

level Technology Applications

Refrigerator Curriculum

Introduction to Computer Applications (6) • Technology Applications

Word Processing/Desktop Publishing

Spreadsheets Digital Graphics/Multimedia Internet Research

What your child will learn • Keyboard at a minimum of 35 word per minute with 95% accuracy

• Format documents including margins, changing of fonts, font size, alignment, indentations, and tabs

• Create spreadsheets that include labels, numbers and formulas

• Acquire digital graphics in a variety of formats

• Insert graphics into different programs

• Develop basic Multimedia presentations that include text, sounds, and graphics

• Use input from digital cameras and scanners

• Internet safety

• Internet etiquette

• Search procedures such as keyword and Boolean (AND, OR, NOT)

• Copyright laws

What your child will do • Use a word processor to write for different purposes, such as to write letters, stories, poetry, or reports

• Create brochures, newsletters, or greeting cards.

• Develop spreadsheets to solve daily problems

• Format cells by changing their size, borders, text, or colors

• Enter formulas

• Create charts and graphs

• Create presentations to communicate information

• Insert graphics from different sources

• Change graphics for a specified purpose

• Develop skills using a digital camera and scanner

• Practice safe and proper use of the Internet

• Complete supervised Internet searches such as scavenger hunts

• Download materials while observing copyright laws

What you’ll see (products) • Increased keyboarding speed and accuracy

• Properly formatted word processing documents

• Charts and graphs designed to solve relevant daily problems

• Multimedia presentations with properly formatted graphics

• Efficient and safe use of the Internet

• Finding and saving information from the Internet while observing copyright laws

How you can help • Encourage students to practice proper keyboarding and other input skills when using a computer at home or at the public library

• Review brochures, magazines, and greeting cards you receive in the mail for style and design

• Help your child to create a budget for their allowance

• Help your child to average their grades

• Provide materials, such as photos from home, that can be scanned and used in projects

• If a digital camera is available, allow students to take photographs for class projects

• Closely monitor all Internet usage at home and at the public library

• Discuss Internet safety, specifically the danger of interacting with strangers online

• Discuss the DISD Acceptable Use policy (found in the Student Handbook) with your child

Parents may need a computer and/or Internet access to help their child with these skills. If you do not have a computer/Internet access, you may visit you local Dallas Public Library.

Grade Fifth • Technology Applications

Digital Graphics/Multimedia Word Processing/Desktop Publishing

Spreadsheets/Database Internet Research/Learning Software

What your child will learn • Presentation software is used to make slide shows on a computer

• Slide shows branch out to tell a story or present information

• Touch keyboarding

• Plan, create, and edit multi columned, multi section text documents with desktop publishing software

• Create and edit spreadsheets using formulas and functions

• Use databases to store and organize information

• Networks, usernames and passwords

• Purpose of the Internet

• Advanced search features of search engines

• Refine and narrow searches

What your child will do • Use graphics, sounds and videos from online sources

• Create a sequence of sketches that will make up a slide show (storyboard)

• View finished slide shows on a monitor

• Type at a rate of 20 words per minute

• Organize content

• Modify text and graphics in existing desktop publishing templates

• Revise paragraph styles, columns and sections

• Change the size, color and border of columns, rows and cells

• Input, sort and chart information

• Edit data using formulas and functions

• Create and edit databases by defining fields, designing layouts and entering data

• Log into a network using a user name and password

• Access accounts in educational software

• Launch a web browser and log into www.learning.com

• Internet searches

• Practice Internet safety

What you’ll see (products) • Sketches of slides (storyboard)

• Content based slideshows on states, holidays, habitats or biographies

• Brochures

• Newsletters

• Posters

• Graphs, tables and charts on topics such as fractions, grades, budgets and temperatures

• Internet Safety License

• Examples of Internet research

• Learning.com activity products

• Learning.com certificates

How you can help • Help create storyboards about favorite places, people or things

• Provide positive feedback for the products designed

• Assist with proofreading

• Provide feedback on document appearance

• Review brochures, magazines, and greeting cards you receive in the mail for style and design

• Assist with collecting information

• Help to sort and organize common household items

• Closely monitor Internet usage at home and at the public library

• Encourage students to access www.learning.com at home or at the public library


Parents may need a computer and/or Internet access to help their child with these skills. If you do not have a computer/Internet access, you may visit you local Dallas Public Library

Grade Four • Technology Applications




• Slide shows branch out to tell a story or present information

• To keyboard by touch on a computer

• Plan, create, type and edit information in a Word document

• Create spreadsheets that show various types of information

• Solve problems by collecting, organizing, displaying and interpreting information

• Use databases to store and organize information



• Keyword Internet searches

• Search Engines

What your child will do • Create a sequence of sketches that will make up a slide show (storyboard)

• Add clip art and sounds from online sources to the slides



• Format text, tabs and margins

• Identify spelling mistakes using a spell checker

• Insert pictures into a document

• Change size, color and borders of cells

• Input, sort and chart information

• Edit information using formulas

• Edit databases by creating fields and entering data




• Simple Internet searches


What you’ll see (products) • Sketches of the slides (storyboard)

• Content based slideshows on states, holidays, habitats or biographies

• Type content based stories, letters, reports poems and/or biographies

• Graphs, tables and charts on topics such as fractions, grades, budgets and temperatures





How you can help • Help create storyboards about favorite places, people or things

• Provide positive feedback for the products designed

• Review punctuation and capitalization rules

• Provide feedback on document appearance

• Assist with collecting information



• Encourage students to access www.learning.com at home or at the public library


Parents may need a computer and/or Internet access to help their child with these skills. If you do not have a computer/Internet access, you may visit you local Dallas Public Library

Grade Three • Technology Applications




• Slide shows tell a story or present information in a logical order

• To keyboard by touch on a computer

• Plan, create, type and edit information in a Word document

• Edit spreadsheets using various types of information

• Solve problems by collecting, organizing, displaying and interpreting information



• Keyword Internet searches

• Internet safety

What your child will do • Organize information in a sequence

• Type information on slides

• Add clip art and sounds to a slides



• Select font style, size, and color

• Identify spelling mistakes using a spell checker

• Insert pictures into a document

• Create tables, charts and graphs

• Input and sort information

• Change the size, color and borders of cells


• Access individual accounts in educational software

• Launch the Internet and log into www.learning.com



What you’ll see (products) • Content based slideshows on holidays, habitats or biographies

• Type content based stories, letters, reports poems and/or biographies

• Graphs, tables and charts on topics such as class pets, transportation to school, or favorite foods





How you can help • Discuss how pages in a book use text and pictures to tell a story and/or to give information to the reader

• Assist with proofreading documents

• Assist with gathering information



• Allow your child to access www.learning.com at home or at the public library



Grade Two • Technology Applications

Basic Computer Skills Digital Graphics/Multimedia Word Processing/Desktop Publishing

Internet Research/Learning Software

What your child will learn • Correct posture at the computer

• Parts of a computer workstation

• Open and close programs

• Save and open documents

• Manipulate the mouse

• Menus and tool options in paint and presentation programs

• Insert graphics

• Use pictures to make a slide show

• Make slide shows to present information

• Locate and type all letters and numbers

• Space bar, backspace and enter keys

• Period, question mark, and exclamation point keys

• Select and format text

• Centering text




What your child will do • Perform basic computer operations

• Identify parts of the computer workstation

• Use the left button on the mouse

• Create computer graphics

• Create slide shows with saved pictures

• Create 3-4 slide presentations based on a content area topic

• Capitalize proper nouns

• Type sentences and stories with correct spacing and punctuation

• Center story titles

• Format text

• Use arrows or the mouse to navigate the text




• Find information on the Internet

What you’ll see (products) • Your child will be able to demonstrate proper posture

• Projects showing the parts of the computer or rules for using the computer

• Curriculum based graphics

• Slide show presentations of content area topics such as habitats, American landmarks and symbols, math facts and story retellings

• Simple stories with titles and computer created pictures

• Sentences with correct punctuation

• Retellings of stories

• Descriptions of pictures

• Work samples showing evidence of Internet research



How you can help • Point out places that computers are used in every day life such as the gas station or grocery store

• Reinforce correct posture

• Discuss how pages in a book are ordered in a specific sequence

• Draw your child’s attention to capital letters, punctuation, and spacing in magazines, newspapers, and books

• Help your child type or write simple stories





Grade One • Technology Applications








• Menu and tool options in a paint program

• Add/play animations

• Insert graphics

• Locate and type most letters and numbers

• Space bar, backspace and shift keys

• Period, question mark, and exclamation point keys

• Correct posture at the keyboard






• Create graphics on the computer that include shapes, lines, letters or numbers, stamps, backgrounds and animations

• Type their name with a capital letter

• Type simple words

• Type sentences beginning with a capital letter and ending with a period


• Access individual accounts in educational software.


What you’ll see (products) • Your child will be able to demonstrate proper posture

• Projects showing the parts of the computer or rules for using the computer

• Content based graphics such as a picture showing the lifecycle of the butterfly, illustrated number sentences, or pictures showing the beginning, middle and end of stories

• Simple stories

• Sentences starting with capitals and ending with a punctuation mark





• Discuss what makes a good picture - when is there too little detail, or too much on the page

• Point out capital letters, punctuation, and spacing in magazines, newspapers and books

• Help your child type simple stories





Kindergarten • Technology Applications








• Menu and tool options in a paint program

• Locate the keys necessary for typing their name and for typing common words

• Space bar, backspace key

• Period key






• Create graphics on the computer that include shapes, lines, letters or numbers, stamps, backgrounds and animations

• Type letters

• Type their name

• Type common words

• Type simple sentences


• Access individual accounts in educational software


What you’ll see (products) • Child will be able to demonstrate proper posture

• Work samples showing the parts of the computer

• Content based graphics such as pictures showing a pattern, number sentences, drawings matching pictures to beginning or ending sounds, or pictures sorting living and non living things

• Documents with the student’s name and lists of common words or simple sentences showing spacing between words and ending punctuation




• Discuss what makes a good picture - when is there too little detail, or too much on the page

• If a computer is available, help your child type their name or the names of family members

• If a computer is not available, help them with letter recognition skills





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