19 Tex. Admin. Code § 127.699 - [Effective 8/1/2025] Spatial Technology and Remote Sensing (One Credit), Adopted 2025
(a) Implementation.
(1) The provisions of this section shall be
implemented by school districts beginning with the 2025-2026 school
year.
(2) School districts shall
implement the employability skills student expectations listed in §
127.15(d)(2) of
this chapter (relating to Career and Technical Education Employability Skills,
Adopted 2025) as an integral part of this course.
(b) General requirements. This course is
recommended for students in Grades 10-12. Prerequisite: at least one credit in
a course from the Information Technology Career Cluster. Recommended
prerequisites: Geographic Information Systems and Raster-Based Geographic
Information Systems. Students shall be awarded one credit for successful
completion of this course.
(c)
Introduction.
(1) Career and technical
education instruction provides content aligned with challenging academic
standards and relevant technical knowledge and skills for students to further
their education and succeed in current or emerging professions.
(2) The Information Technology career cluster
focuses on the design, development, support, and management of hardware,
software, multimedia, and systems integration services. This career cluster
includes occupations ranging from software developer and programmer to
cybersecurity specialist and network analyst.
(3) In Spatial Technology and Remote Sensing,
students receive instruction in industry standard geospatial extension software
and geospatial tools, including global positioning systems (GPS), and training
in project management and problem solving related to geographic information
systems (GIS).
(4) Students are
encouraged to participate in extended learning experiences such as career and
technical student organizations and other organizations that foster leadership
and career development in the profession such as student chapters of related
professional associations.
(5)
Statements that contain the word "including" reference content that must be
mastered, while those containing the phrase "such as" are intended as possible
illustrative examples.
(d) Knowledge and skills.
(1) The student demonstrates knowledge of the
GIS field and GIS-related careers. The student is expected to:
(A) identify employment and career
opportunities in spatial technology and remote sensing related GIS
fields;
(B) describe and explore
career preparation learning experiences, including job shadowing, mentoring,
apprenticeship training, and preparation programs;
(C) identify industry certifications for
GIS-related careers, including careers that use or benefit from spatial
technology; and
(D) analyze and
discuss ethical issues related to the field of spatial technology and remote
sensing technology and spatial technology and remote sensing technology
projects.
(2) The
student applies basic GIS software knowledge and skills to explore the use of
various geographic projections in GIS software. The student is expected to:
(A) identify and use Mercator map
projection;
(B) identify and use
Albers conic map projection; and
(C) research and explain the evolution of and
need for different map projections.
(3) The student explores the application of
GPS technology. The student is expected to:
(A) define and use data terminology related
to GPS;
(B) identify and use
appropriately GPS receiver components;
(C) describe various applications of GPS
coordinates such as locating fire hydrants, extinguishers, lighting, and
parking lots; and
(D) compare the
accuracy of GPS coordinates from different receivers such as smartphones,
tablets, and GPS handheld devices.
(4) The student demonstrates knowledge and
understanding of the types and components of unmanned remote sensing platforms.
The student is expected to:
(A) identify major
components of aerial, terrestrial, and submersible remote sensing
platforms;
(B) determine the most
appropriate remote sensing platform to use based on various
conditions;
(C) differentiate the
types of sensing systems used by each type of platform, including active,
passive, spectrometer, radar, LiDAR, scatter meter, and laser altimeter
platforms; and
(D) compare
situations in which different unmanned remote sensing platforms and sensing
systems might be used.
(5) The student demonstrates skills related
to GIS data analysis. The student is expected to:
(A) evaluate findings and potential problems
using GIS data;
(B) create models
that represent collected GIS data;
(C) create, query, map, and analyze
cell-based raster data; and
(D)
analyze density, distance, and proximity of various data points using spatial
analyst tools.
(6) The
student analyzes geospatial socioeconomic data to create three-dimensional maps
to demonstrate findings. The student is expected to:
(A) identify key sources of and gather and
organize geospatial socioeconomic data;
(B) plan, organize, and create thematic
maps;
(C) convert two-dimensional
themes to a three-dimensional map to demonstrate features, distributions, and
themes; and
(D) interpret, draw
conclusions about, and justify findings related to geospatial socioeconomic
data.
(7) The student
uses spatial technology to develop and analyze a location map. The student is
expected to:
(A) identify and collect data
using GPS and unmanned systems and identify the boundaries and topography of a
location;
(B) analyze how the
location of a community impacts resources and hardships such as jobs or traffic
in the community;
(C) create a map
of a location that includes buildings and facilities, adjacent streets, and
transportation sites using GIS software; and
(D) develop a map that includes categories
for a facility's features such as restrooms, spaces allocated for core
activities, emergency equipment, and excavation routes.
(8) The student documents spatial technology
knowledge and skills. The student is expected to:
(A) create a spatial technology and remote
sensing portfolio that includes attainment of technical skill competencies and
samples of work such as location maps and spatial technology and remote
sensing-based reports; and
(B)
present a portfolio to peers or interested stakeholders.
Notes
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