PK-K TEKS and Spiraling Curriculum

The TEKS Technology Curriculum is spiraling. An analysis of the Pre K-8th TEKS readily validates that point. Pre-K requires knowledge of basic terminology, multi-media outlets, use of a variety of software, and integration of learning through technology. The requirements clearly prepare students for the secondary level.

From the onset alignment is readily visible. Even before reading and evaluating individual TEKS the four major strands are consistent from kindergarten on. The strands include: Foundations, Information Acquisition, Solving Problems, and Communication. These four strands share common verbage and build upon each other. Though the strands are not specifically mentioned in Pre-K their presence is almost implied. The organization of the Pre-K TEKs would comfortably fit into the strands model used beyond Pre-K.

Though alignment is readily visible in all four strands, I focused my attention on Foundations. The phrase "basic terminology" is found in Pre-K, K-2, and 3-5. This provides not only a cohesive alignment but opportunities to reteach. The terminology does imply that new terminology is added. It is not solely a review. Proper use of the keyboard and mouse is discussed in Pre-K, K-2, and 3-5. Though Pre-K focused primarily on the mouse, following levels broaden to the keyboard. As the years progress other computer accessories and adds-on are covered as well. Again, cohesion and reteaching is present. Further all the levels discuss multi-media incorporation. Beyond Pre-K students were to use multi-media inputs and outlets. In Pre-K the primary goal was exposure. Yet again, cohesion, reteaching, and spiraling construction.

Source: CH 126. Texas Knowledge and Skills for Technology, Retrieved November 25, 2009. http://ritter.tea.state.tx.us/rules/tac/ch126toc.html