Preparation Manual
Section 3: Overview and Exam Framework
TX PACT: Technology Applications: Early Childhood–Grade 12 (742)
Exam Overview
| Exam Name | TX PACT: Technology Applications: Early Childhood–Grade 12 |
|---|---|
| Exam Code | 742 |
| Time | 2 hours and 30 minutes total appointment time
|
| Number of Questions | 100 selected-response questions |
| Format | Computer-administered test (CAT) |
The TX PACT: Technology Applications: Early Childhood–Grade 12 (742) exam is designed to assess whether a test taker has demonstrated the requisite knowledge and skills for admission to an educator preparation program. The 100 selected-response questions are based on the Technology Applications: Early Childhood–Grade 12 (742) exam framework. Questions on this exam range from grades Early Childhood–Grade 12. Your final scaled score will be based only on scored questions.
Domains and Competencies
| Domain | Domain Title | Approx. Percentage of Exam |
|---|---|---|
| I | Foundations of Computer-Based Technology | 34% |
| II | Use of Computer-Based Technology | 55% |
| III | Computer-Based Technology in Society and Education | 11% |
The content covered by this exam is organized into broad areas of content called domains. Each domain covers one or more of the standards for this field. Within each domain, the content is further defined by a set of competencies. Each competency is composed of two major parts:
- The competency statement, which broadly defines what an individual should know and be able to do in order to perform effectively in a Texas-approved educator preparation program.
- The descriptive statements, which describe in greater detail the knowledge and skills eligible for testing.
Domain I—Foundations of Computer-Based Technology
Competency 001—Demonstrate a broad and comprehensive understanding of operations and concepts related to computers and technology, including:
- terminology and concepts related to computers and technology
- the operation of multimedia computer systems
- the use of peripherals, imaging devices, and other electronic devices
- the uses of computers and technology in the home, education, business, and industry
- terminology and concepts related to computer networks
Competency 002—Demonstrate a broad and comprehensive understanding of the management of hardware and software resources, including:
- types of software used in educational and administrative settings, including open source software
- criteria for evaluating technology systems and software for use in classroom and laboratory settings
- the installation, configuration, and troubleshooting of hardware and software
- the organization, management, and security of technology resources
- types and uses of adaptive assistive technology resources used in classroom and laboratory settings
- policies, procedures, and practices related to the management of technology resources
Domain II—Use of Computer-Based Technology
Competency 003—Demonstrate a broad and comprehensive understanding of concepts and skills related to the use of technology resources, including:
- word processing and desktop publishing software, including formatting and page layout
- spreadsheet and database software
- multimedia content and multimedia and hypermedia authoring software, including presentation software
- the manipulation of audio, video, text, and graphics
- telecommunications tools for communicating, sharing, accessing, retrieving, and publishing information
- the integration of productivity applications and technology to produce products and support problem solving
- appropriate technology tools for conducting research, solving problems, and presenting information and concepts
- techniques for researching and evaluating online information
Competency 004—Demonstrate a broad and comprehensive understanding of the design, development, and uses of computer-based learning resources, tools, and environments, including:
- Internet concepts and terminology
- security issues related to Internet technology
- current and emerging electronic devices and learning resources
- current and emerging strategies, tools, and environments for creating digital content
- basic principles of instructional design associated with developing digital learning materials
- principles of graphic and Web page design
- Web page formatting and elements
- Web servers, client/server interactions, and scripting
Competency 005—Demonstrate a broad and comprehensive understanding of concepts and skills related to computer programming, including:
- characteristics and functions of computer hardware and operating systems
- characteristics and evolution of programming language paradigms
- concepts related to the software development process, including principles and patterns of software design, object-oriented design, and strategies for testing software
- computational thinking, including abstraction, iteration, and debugging, and its application in design and problem solving in real-world contexts
- integrated software development environments
- file management and principles of data input/output and data manipulation
- syntax, semantics, control structures, and data representations in high-level programming languages
- abstraction mechanisms and principles of modularization
- fundamental algorithms, such as sorts and searches, and algorithm design techniques
Domain III—Computer-Based Technology in Society
Competency 006—Demonstrate a broad and comprehensive understanding of the appropriate use of computer technology and the interrelationships between technology and society, including:
- historical development and important trends affecting the evolution of technology
- important trends and evolving roles of technology in society
- the effects of technology on society and on student development and learning
- the ethical, legal, safe, appropriate, and healthy use of technology resources
- equitable use of digital information and technology for all students
- ethical, legal, and equity issues related to purchasing and policy decisions
- activities, resources, and professional organizations and groups that support professional growth in the field of computer education
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