Pre-K students are required to know the basics. They must know how to start, use and exit software programs. They must know how to use devices to enter information as well as know the technical terminology. Through following basic oral and picture cues, students can operate programs successfully and enjoy listening/interacting with storybooks and information texts. Their learning experiences are also enhanced through software packages that include audio, video, and graphics. These tools increase phonological awareness and improve vocabulary.
It is necessary that our Pre-K students have the basic skills necessary to enter Kindergarten. The world is changing and our children must be ready. The vision 2020 plan breaks down a series of objectives that need to be met prior to learning the next set of objectives. If our children are behind, they will have a hard time catching up. With a technology driven society, our children need to keep ahead of the game, not struggle to keep up with it.
Students are required to acquire information throughout the TEKS. The information acquisition during kindergarten teaches students to apply keyword searches and select appropriate strategies to navigate and access information for research. During grades three through five, students continue to apply appropriate electronic search strategies in the acquisition of information. They start to use keyword and Boolean search strategies to navigate and access information on LANs and WANs. Grades six through eight continue to reinforce the previous objectives but start adding collaborative software. The high school grades are essentially the same. They continue to use LANs and WANs, Internet, and Intranet in research and resource sharing as well as construct appropriate electronic strategies in the acquisition of information.
The information acquisition is an important objective that our students must master. The continuous spiraling of these TEKS emphasizes its importance.
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