Methods of Instruction for Teaching Keyboarding

1. Methods of Instruction for Teaching Keyboarding Excerpts from“Typewriting: Learning and Instruction”

2. Attitudes Toward Learninga New Skill • Interest and a desire to learn • Duty or requirement • Evident discomfort

3. Progression of Learning StudentSelf-Guidance Teacher/StudentGuidance CompleteTeacher Guidance

4. In learning any psychomotor skill, an essential component of the learning process is an active teacher who observes and evaluates the process of learning and provides feedback in the form of correctives (comments and demonstrations) to help the learner improve. Typewriting: Learning and Instruction

5. Keyboarding is learned through appropriate and purposeful practice. The keyboarding teacher is of paramount importancein guiding that practice!

6. Keyboarding is a cumulative skill–what can be effectively learned at one level depends heavily upon what has been learned earlier. If hunt ‘n peck habits become ingrained, it becomes much more difficult to develop a competent keyboarding skill. You need that basic foundation early on. Desert News, April 5, 1999

7. Keyboarding Learning Phases Phase 1: Students learn the nature of the keying task. Phase 2: Students improve “reading-for- keying” skill.

8. Keyboarding Learning Phases Phase 3: Students increase in response stability, accuracy of stimulus, and spontaneity of responses.

9. It is the responsibility of the keyboarding teacher to presentthe new learning in a positive manner and show its relevance in students lives.

10. Keyboarding Software… The complexity of teaching keyboarding requires an extensive and extremely well-written software program. No software program has been shown to be superior to capable, live keyboarding instruction. Who Should Teach Keyboarding and When Should it Be Taught, Margaret J. Erthal, Business Education Forum, Oct. 1998

11. Keyboarding Software… You would not sit a child down at a piano and use a software package to teach piano playing. Similarly, children are taught to play sports with a coach and much guided practice. The coach provides motivation, reinforcement, and corrective action.

12. Effective Keyboarding Teachers: • Demonstrate proper keyboarding competence. • Demonstrate the subskills that make up the total skill.

13. Demonstration is perhaps the most important single method of providing instruction in keyboarding… “An ounce of showing is worth a pound of discussing” and “A gram of demonstration is worth a kilogram of discovery”… for trial-and-error methods are uneconomical and inefficient in complex skill learning. Typewriting: Learning and Instruction

14. Effective Keyboarding Teachers: • Determine student abilities and competencies through observation. • Capitalize on student strengths to aid in overcoming any weaknesses. • Provide regular, positive reinforcement, feedback, and suggestions.

15. From the findings of skill-learning research and studies of time and motion in human performance, technique or form has come to be considered a prerequisite to skilled performance of motor tasks. Typewriting: Learning and Instruction

16. Effective Keyboarding Teachers: • Evaluate the process not the product. • Minimize the negative aspects of competition. • Manipulate the goals of learning activities so that appropriatetension results. • Watch for evidence of excessive anxiety.

17. Effective Keyboarding Teachers: • Reduce excessive anxiety by: • Encouraging self-competition—don’t pit students against each other! • Ensuring that group competitions are FUN rather than stressful. • Having students set their own goals.

18. Effective Keyboarding Teachers: • Reduce excessive anxiety by: • Keeping a folder for each student rather than a grade book that indicates only relative performance. • Providing a variety of situations where ALL students experience success.

19. Keyboarding and Reading • Both are ‘automatic skills’ (see then do). • Both are based on: • Instant Letter Recognition • Instant Word Recognition • Not only can elementary students learn to type, but those who do type improve their language arts skills. (Wood & Freeman, 1931 and Erickson, 1959) • They compliment each other!

20. Research Shows… • Children with good keying skills are able to: • Compose faster, • Produce documents with a neater appearance, • Demonstrate improved language arts skills. • Have higher self esteem.

21. Research Shows… Keyboarding facilitates skill development in writing, spelling and grammar… Students who can keyboard are not only faster but also more imaginative. They are free to think about composing text or copying material rather than constantly trying to find their place.

22. “In just three short months of keyboarding twice a week a teacher in the Salt Lake City elementary schools noticed benefits. She reported that “the kids are more careful about the beginnings and endings of their sentences. They recognize structure better and pay more attention to details.” In addition, she found that the keyboarding program instilled her students with confidence in using a microcomputer. Salt Lake Tribune, December 1983

23. “One must use the correct technique to get the correct spin on the curve ball or the ball will not curve. Thus … the student must work on the technique until the response becomes automated. A pitcher can throw the curve at the appropriate speed, and it will curve. The pitcher does not think about the placement of the curve ball or the accuracy of the curve ball until the technique and the speed portions have become automated.” Typewriting/Keyboarding Instruction in Elementary Schools Lloyd Bartholome, Utah State University