We need to start at a young age when building technology into the future generations. Young people need to use technology as early as possible so that they can adapt and achive. The National Educational Technology Plan: Transforming American Education: Learning Powered by Technology is the plan developed by the U.S. Department of Education that is a comprehensive plan to integrate technology at an early age. In the Pre-K technology applications TEKS, children’s learning is enriched by being provided with access and introductions to computers and related technology. These learning tools are vital in the instructional program of the students. In addition the development of technology skills are critical in the growth of students in the 21st Century.
The Pre-K TEKs expose and introduce students to technology. By the end of the year, the students will acquire the skills to identify, navigate, operate, access, and use various technology and software. In other word, children will be able to independently perform basic tasks or functions of age-appropriate technologies and software programs. For instance, by the end of the Pre-K year, students will be able to navigate through software programs like interactive storybooks or other forms of multimedia. In addition the child will be able to operate related devices such as microphones, CD ROMS, and touch screens. The children are also expected to use technology software to express ideas or creativity through multimedia software. Furthermore, children will lean and know that they can learn through interactive technology.
When the TEKS are implemented in the classroom, Pre-K students are provided with the needed skills to perform and become successful in later grades. The student can walk into Kindergarten or elementary school already knowing the jargon, or language, of technology. In other words, these students will have a solid foundation in the use of technology. In turn, this will allow students to feel more confident using technology in their educational journey. Also, students will be more apt to become or remain engaged in various activities, lessons, and skills. All the while, they are becoming skilled to be successful in the upper grade levels as well as in life outside of the classroom.
As far as scaffolding skills, the TEKS are basically the same, even repeated, through out the later grade clusters. As a matter of fact, the TEKS are similar; however, skills and objectives are added to the TEKS as students progress further in their academic careers. For example, throughout K-2 and 3-5 grade level clusters in the TEKS, we will see that the student should “model respect of intellectual property by not illegally copying software or another individual's electronic work” under the use of appropriate skills in a task(3B). However, each grade cluster will increase the objectives around this one in order to build upon these skills. For example, in the Middle and High school cluster, the TEKS in this strand increases to compliance with the laws and usage of technology. Again, this is just building upon previous knowledge and skills.
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