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Keyboarding Technique Action Research

This research investigates whether the use of keyboard covers affects students’ ability to learn proper keyboarding techniques and improve their Gross Words a Minute (GWAM) scores. An action research study was conducted comparing first quarter students without keyboard covers to third quarter students using covers during Typing Time classes. The study monitored accuracy and speed across a set timeframe, yielding crucial insights into the importance of teaching correct techniques at an early age. It emphasizes the necessity to balance speed and accuracy in typing education.

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Keyboarding Technique Action Research

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Presentation Transcript

  1. Keyboarding TechniqueAction Research April Katz

  2. Action Research Question • “To Cover” or “Not To Cover”? • Will the use of keyboard covers: • teach proper keyboarding technique? • increase accuracy “GWAM”?

  3. Department Goal • Typing Time Program • Keyboard Covers • Requires appropriate keyboarding technique • Increase GWAM

  4. Personal Goal • Provide data needed to discuss: • Technique • “Whatever gets the job done!” • Technique needs to be addressed at elementary level • Accuracy • May type fast but is it accurate • Increase in both • Speed • Accuracy

  5. Set-up Tasks • 1st Quarter Students • Typing Time • No Keyboard Covers • Letters on fingers • 3rd Quarter Students • Typing Time • Keyboard Covers

  6. Set-up Timeline • Data Collection • End of 1st Quarter • November 2, 2007 • Collect Data - GWAM • End of 3rd Quarter • March 28, 2008 • Collect Data - GWAM

  7. Research Avenues“To Cover” or “Not to Cover” • Need to be exposed to correct keyboarding techniques at an early age. • Older students less eager to learn correct approach “Hunt and Peck” • Keyboarding for 20 minutes a day, 4 days a week for 4 to 6 weeks is “most effective”.

  8. Evaluation Process • Compare Data • 1st Quarter vs. 3rd Quarter • Compare Speed • Compare Accuracy • Chart Data • Bar Graph Comparison

  9. Then What? • After collecting data: • Compare data • Accuracy • Speed • Students Reaction • Good or Bad • Frustration Level

  10. The End

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