Teaching Keyboarding

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Teaching Keyboarding
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Learning Principles - General

• Relevant
• Interaction
• Active participant
• Knows goal
• Progress
• Expanding behaviors
• High level

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Learning Principles - Keyboarding

• Psychomotor skill
• Immediate knowledge of results
• Skill development
• Transfer of learning
• Understand goals
• Distributed practice vs. massed practice
• Individual needs

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Need for Keyboarding Skills

• The ability to use computers to perform everyday
  tasks will be the most important job skill in the
  1990s
• Word processing skills and computer literacy
  enhance success in writing and college
  achievement
• Taking a keyboarding course significantly
  improves both their post-school employability
  and earnings

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Equipment

• Computers/Typewriters
• Stand Alone/Networked Computers
• Regular/Split Keyboards

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At What Grade Level Should Keyboarding Be Taught?

• Fourth grade
• 30 hours of instruction to use correct fingers
• Not expected to key without watching fingers

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Why Elementary Children?

• Use keyboard
• Develop poor patterns
• Develop attitude
• Become more efficient
• Reinforce writing and editing skills

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Who Should Teach Elementary Keyboarding?

• Regular classroom teacher
• Elementary teacher assigned keyboarding
• Certified business teacher at elem school
• Business teacher released part of day/year
• Support person within school
• Community volunteer
• Students learn on own from software

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National Standards (NBEA)

• Difficult to locate (p. 85 41)
• Proper input techniques
• Numeric data
• Features of keyboards
• Basic keyboarding

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Keyboard Presentation

• Home-Row Method
• First-Finger-First Method
• Skip-Around Method
• Numbers and Symbols

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Typical Lesson Presentation

• Machine Adjustments
• Objectives
• Warmup
• Drills and Exercises
• Keys
• Skill Measurement

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Madeline Hunters Method

• Develop anticipatory set
• State objectives
• Provide instructional input
• Model ideal behavior
• Check for comprehension
• Provide guided practice
• Provide independent practice
• Achieve closure

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Accuracy

• Early Accuracy
• Correct Posture
• Correct Stroking
• Steady Pace
• Error Tolerance

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Speed

• Attainment
• Timed Every Day
• Observations
• Fatigue

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Conducting Demonstrations

• Students typing or talking
• Location, location, location
• Demonstration machine
• Necessary materials
• Follow a routine

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Teaching Proofreading

• Read copy slowly twice
• Work in pairs
• Classifications

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Teacher Observation

• Watch for
• moving heads
• bobbing shoulders
• massaging
• keystroking
• Feedback
• No feedback
• General directional feedback
• Explicit directional feedback

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Teaching Tips

• Allow students to look
• Provide feedback and reinforcement
• Use transparencies for evaluation
• Provide guidance and move to confirmation
• Understand kinesthesis
• Provide real examples

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Motivation

• Encouraging vs. discouraging remarks
• Dont overuse verbal praise
• Be careful with competition
• Vary incentives
• Allow students to set personal goals
• Reinforcement - where they are and reward

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REMEMBER

• You make a difference in your students lives
• You can motivate or make them hate class