(a) Implementation. The provisions of this section shall be implemented by school districts beginning with the 2024-2025 school year.
  (1) No later than August 1, 2024, the commissioner of education shall determine whether instructional materials funding has been made available to Texas public schools for materials that cover the essential knowledge and skills identified in this section.
  (2) If the commissioner makes the determination that instructional materials funding has been made available this section shall be implemented beginning with the 2024-2025 school year and apply to the 2024-2025 and subsequent school years.
  (3) If the commissioner does not make the determination that instructional materials funding has been made available under this subsection, the commissioner shall determine no later than August 1 of each subsequent school year whether instructional materials funding has been made available. If the commissioner determines that instructional materials funding has been made available, the commissioner shall notify the State Board of Education and school districts that this section shall be implemented for the following school year.
(b) Introduction.
  (1) Technology includes data communication, data processing, and the devices used for these tasks locally and across networks. Learning to apply these technologies motivates students to develop critical-thinking skills, higher-order thinking, and innovative problem solving. Technology applications incorporates the study of digital tools, devices, communication, and programming to empower students to apply current and emerging technologies in their careers, their education, and beyond.
  (2) The technology applications Texas Essential Knowledge and Skills (TEKS) consist of five strands that prepare students to be literate in technology applications by Grade 8: computational thinking; creativity and innovation; data literacy, management, and representation; digital citizenship; and practical technology concepts. Communication and collaboration skills are embedded across the strands.
    (A) Computational thinking. Students break down the problem-solving process into four steps: decomposition, pattern recognition, abstraction, and algorithms.
    (B) Creativity and innovation. Students use innovative design processes to develop solutions to problems. Students plan a solution, create the solution, test the solution, iterate, and debug the solution as needed, and implement a completely new and innovative product.
    (C) Data literacy, management, and representation. Students collect, organize, manage, analyze, and publish various types of data for an audience.
    (D) Digital citizenship. Students practice the ethical and effective application of technology and develop an understanding of cybersecurity and the impact of a digital footprint to become safe, productive, and respectful digital citizens.
    (E) Practical technology concepts. Students build their knowledge of software applications and hardware focusing on keyboarding and use of applications and tools. Students also build their knowledge and use of technology systems, including integrating the use of multiple applications.
  (3) The technology applications TEKS can be integrated into all content areas and can support stand-alone courses. Districts have the flexibility of offering technology applications in a variety of settings, including through a stand-alone course or by integrating the technology applications standards in the essential knowledge and skills for one or more courses or subject areas.
  (4) Statements containing the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
(c) Knowledge and skills.
  (1) Computational thinking--foundations. The student explores the core concepts of computational thinking, a set of problem-solving processes that involve decomposition, pattern recognition, abstraction, and algorithms. The student is expected to:
    (A) decompose real-world problems into structured parts using flowcharts;
    (B) analyze the patterns and sequences found in flowcharts;
    (C) identify abstraction and analyze how an algorithm the student created can be generalized to solve additional problems;
    (D) design a plan collaboratively using flowcharts to document a problem, possible solutions, and an expected timeline for the development of a coded solution;
    (E) analyze different techniques used in debugging and apply them to an algorithm; and
    (F) analyze the benefits of using iteration (code and sequence repetition) in algorithms.
  (2) Computational thinking--applications. The student applies the fundamentals of computer science. The student is expected to:
    (A) manipulate and rename variables and describe different data types; and
    (B) use a software design process to create text-based programs with nested loops that address different subproblems within a real-world context.
  (3) Creativity and innovation--innovative design process. The student takes an active role in learning by using a design process and creative thinking to develop and evaluate solutions, considering a variety of local and global perspectives. The student is expected to:
    (A) resolve challenges in design processes independently using goal setting and personal character traits such as demonstrating responsibility and advocating for self appropriately;
    (B) discuss and implement a design process that includes planning and selecting digital tools to develop and refine a prototype or model through trial and error; and
    (C) identify how the design process is used in various industries.
  (4) Creativity and innovation--emerging technologies. The student demonstrates a thorough understanding of the role of technology throughout history and its impact on societies. The student is expected to:
    (A) explain how changes in technology throughout history have impacted various areas of study;
    (B) explain how global trends impact the development of technology; and
    (C) transfer current knowledge to the learning of newly encountered technologies.
  (5) Data literacy, management, and representation--collect data. The student uses advanced digital strategies to collect and represent data. The student is expected to:
    (A) demonstrate how data can be represented in a binary number systems; and
    (B) evaluate advanced search strategies, including keywords, Boolean operators, and limiters.
  (6) Data literacy, management, and representation--organize, manage, and analyze data. The student uses digital tools to transform data, make inferences, and predictions. The student is expected to use digital tools in order to transform data to analyze trends and make inferences and predictions.
  (7) Data literacy, management, and representation--communicate and publish results. The student creates digital products to communicate data to an audience for an intended purpose. The student is expected to use digital tools to communicate and display data from a product or process to inform or persuade an intended audience.
  (8) Digital citizenship--social interactions. The student understands different styles of digital communication and that a student's actions online can have a long-term impact. The student is expected to:
    (A) classify actions as having a positive or negative effect on a digital footprint;
    (B) create and revise formal and informal communications using a feedback process and appropriate digital etiquette; and
    (C) collaborate on digital platforms such as recording a video conference presentation using appropriate formal and informal digital etiquette.
  (9) Digital citizenship--ethics and laws. The student recognizes and practices responsible, legal, and ethical behavior while using digital tools and resources. The student is expected to:
    (A) adhere to local acceptable use policy (AUP) and practice and model safe, ethical, and positive online behaviors;
    (B) explain the importance of intellectual property laws, including the benefits of protection for content owners, and the consequences of violating these laws;
    (C) create citations and cite sources for a variety of digital forms of intellectual property; and
    (D) evaluate how various types of media, including social media, and technology can be used to exaggerate and misrepresent information.
  (10) Digital citizenship--privacy, safety, and security. The student practices safe, legal, and ethical digital behaviors to become a socially responsible digital citizen. The student is expected to:
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