1. technology and computing
2. hardware
3. computer

WHERE, WHEN, AND HOW TO TEACH KEYBOARDING
by
BETTE JOAN GRACE
B.Ed. UNIVERSITY OF BRITISH COLUMBIA (1975)
THESIS SUBMITTED IN PARTIAL FULFILLMENT OF
THE REQUIREMENT FOR THE DEGREE OF
MASTER OF ARTS (EDUCATION)
in the Faculty
of
Education
@ Bette Joan Grace
1989
SIMON FRASER UNIVERSITY
April 1989
All rights reserved. This work may not be
reproduced in whole or in part, by photocopy
or other means, without permission of the author.
APPRDVAL
Name:
Bette Joan Grace
Degree:
Master of Arts (Education)
Title of Thesis:
Where, When, and How to Teach Keyboarding
Examining Committee:
Chair:
Thomas J. O'Shea
A.J. (S$;ldy) Dawson
Senior Supervisor
tierri Sinclair
Adjunct Professor
?
Evelyn
~
s s i s t bProfessdc
Faculty of Education
External Examiner
Date Approved
qh7bG
PARTIAL COPYRIGHT LICENSE
I hereby g r a n t t o Simon F r a s e r U n i v e r s i t y t h e r i g h t t o l e n d
my t h e s i s , p r o j e c t o r extended essay ( t h e t i t l e o f w h i c h i s shown below)
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w i t h o u t my w r i t t e n p e r m i s s i o n .
T i t l e o f Thesis/Project/Extended
Essay
Where, When, and How t o Teach Keyboarding.
Author:
(signature)
B e t t e Joan GRACE
(name)
(date)
,
ABSTRACT
Many schools are faced with having microcomputers
in the
classroom and finding an efficient way
them.
Before
used, the human
the
computer
the microcomputer can be
user must be able
without
keyboard must
be
too much
used
frustration.
with
efficiency to make adequate use
as to
the best
The
the keyboard.
some
degree
of
of the many features a
microcomputer can offer children
much debate
effectively
to communicate with
standard interface with the computer is
The
to use
and adults.
time to
introduce formal
keyboarding instruction to children so that
better utilize the microcomputer.
There is
they can
This thesis examined
this question.
The research was
carried out in a
Fraser Valley school district which
development of keyboarding
valuable opportunity
might
be
best
to
lower mainland,
had a focus on the
skills.
This provided
a
to research the question when it
introduce
formal
instruction in
keyboarding skills.
Students from grade one to
a
pretest and
posttest on
ten were examined using
speed
and accuracy.
The
sample size ~angedfrom 20 students in grade ten to 100
students in grade eight.
iii
The pretest was conducted
before
any
posttest
formal
was
keyboarding
instruction.
administered after
twelve
The
hours
of
instruction.
After the instruction period,
students were tested
and the results of both the pretest
subjected to two tailed t-tests
were
statistically
explanation of
concludes
to see if the results
significant.
summary
A
the results are presented.
that
students to
and posttest were
it
is
possible
keyboard, but that
for
all
some grade
and
The author
levels
of
levels are
able to acquire the necessary skills much more readily.
The author suggests that a keyboarding instruction
program in
the schools could
grade five level.
to eight that
profitably begin
It is in the range
the greatest increase in
from grade five
the proficient
use of keyboarding skills could be developed.
is an 'ideal'
grade at which to
at the
If there
introduce children to
the use of the keyboard, it would be grade six.
TABLE OF CONTENTS
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Paqe
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LIST OF FIGURES . . . . . . . . . . . . . . . . . . .
LISTOFTABLES
CHAPTER
1
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INTRODUCTION AND STATEMENT OF THE PROBLEM
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2 . REVIEW OF THE LITERATURE .
KEYBOARDING RESEARCH .
SUMMARY . . . . . . .
3 . METHODOLOGY . . . . . . . .
RESEARCH SAMPLE . . .
TEACHER PREPARATION .
DEFINITION OF TERMS
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4 . ANALYSIS . . . . . . . . .
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GRADE LEVEL AND POPULATION RESULTS .
TREATMENT TIME AND MODE
SOFTWARE AND HARDWARE
PRETEST/POSTTEST
METHOD OF ANALYSIS
SUMMARY
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SUMMARY OF GRADE LEVEL POPULATION RESULTS
5.
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CONCLUSIONS . .
RECOMMENDATIONS
LIMITATIONS . .
SUMMARYOFRESULTS
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APPENDICES
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I11
WORKSHOPOUTLINE. . . . . . . . . . . . . . . .
LIST OF REFERENCES . . . . . . . . . . . . . . . . . .
I1
PRETEST/POSTTEST RESULTS
vi
vii
LIST
-OF
TABLES
Table
I
Paqe
Summary of population results
31
IIa
Changes in Speed and Accuracy in Keyboarding
36
IIb
Study Findings for Changes in Speed and Accuracy
36
I
LIST
-OF FIGURES
Paqe
I
I1
Pretest and Posttest Speed Comparisons
39
Pretest and Posttest Accuracy Comparisons
39
CHAPTER 1
INTRODUCTION
STATEMENT
It has
PROBLEM
been predicted
computer with a
North
AND
THE
keyboard in
American homes
by
that there will be
at least
1990.
80 percent
The schools,
it
a
of
is
therefore argued, need to teach keyboarding as soon as
practical so that
communication
students can utilize the
tool
throughout
their
skill as a
educational
experience and professional lives. (Hedley, 1985)
It
is
imperative that
instruction on how to
whether it
schools
effectively use these computers,
be for home use, educational use,
related use.
The
provide
question is when is
to introduce instruction, how long
or job
the "bestw time
it should be taught
and where it should be introduced.
Many
school
districts
have
implemented
a
keyboarding instruction program from Kindergarten up to
grade seven.
In most cases
the appropriate level at
which to make the introduction is based on the opinion
of experts
and not
does not appear
to
support
the
firmly based
on research.
There
to be a great deal
of recent research
introduction of
formal keyboarding
instruction at any one particular level, so the experts
base their opinions on what they believe can happen.
Most
students
from
kindergarten to
senior
grades can learn to keyboprd, although it
is somewhat
more
know their
difficult for students who
alphabet nor
run
into a
do not
do they know how to read.
number of
difficulties as
Children may
they learn to
keyboard. For the younger children the
size of
the
keyboard may present some difficulties. Some students
may experience difficulty is assimulating information.
When keyboarding, students can utilize the skill to use
a computer as a tool so
they are
able to transfer the
written word or character from a page or screen into a
keystroke on
the computer.
Younger children are
slower at this transition only because they are not as
familiar with reading as the
older students.
If these
problems create difficulties in teaching students to
keyboard, then it
influence the
is important to find
out if
they
keyboarding instruction already being
implemented in the elementary classroom.
A
number
discussion.
instruction be
How
of
questions
long
from
this
the
keyboarding
in order for students to
learn enough
keyboarding skills to have
should
arise
some degree of proficiency?
Should instruction be limited to the secondary level or
should it be taught at the elementary level as well?
At
what
begin?
grade level
Is
there a
should
keyboarding instruction
best,grade level for keyboarding
instruction?
This study was designed to give some direction
in answering the question of
teach keyboarding.
the
Fraser Valley
where, when, and
how to
A number of elementary schools in
had sufficient computers to
teach
children to keyboard, and the teachers in these schools
were willing
to pilot
a keyboarding project for
purposes of this study.
students perform a
the
The study was designed to have
speed
beginning of the study, and
and
accuracy test
at
the
to also perform a posttest
using the same material at the
end of the study.
From
the data collected the scores on each of the tests were
compared in order to determine for each grade level the
degree of proficiency students were able to reach.
tests also provided
that
was best
information as to the
suited
instruction program.
served
period
as an
for
The length
indicator of
should
individuals, the
be.
introducing a
With
how
long the
the
keyboarding
instruction
exception of
in the
not trained for teaching keyboarding.
students.
grade level
of the program also
teachers involved
fully qualified taught
The
two
study were
The two who were
the grade eight, nine,
and ten
As
a Business
Education
teacher the
debate
whether keyboarding could,be profitably taught
in the
elementary school was a concern.
With this concern in
the forefront ,the purpose of the study was
1.
to determine "when" to begin keyboarding instruction, the "bestw grade
level to begin formal instruction so
that students would develop a degree
of proficiency at the keyboard
2.
to determine "how" long a keyboarding
instruction program should be in order
to be effective and have an element of
skill and knowledge that would
continue to be developed
3.
to provide some guidelines for
teachers when implementing a keyboarding program within the schools
The review of the literature in Chapter Two
discusses the research that has been conducted using
keyboard instruction as its basis.
As the amount of
research in this area is limited, the discussion also
includes background information on keyboarding
instruction. The teachers involved in this study did
not want any possibility of being identified, therefore
demographic data has not been included as part of this
study
.
Chapter Three provides a
keyboarding program
in
this Chapter
description of
used in the study.
is the
the
Also included
description of the
research
methodology.
Chapter Four provides an
collected from the pretest
data
is
examined
using
analysis of the data
and posttest
means,
scores.
The
standard deviation,
variances and t-tests for each grade level.
A summary of the study
Five.
The
chapter includes
is provided in Chapter
finding, recommendations,
limitations and suggestions for further research.
DEFINITION
TERMS
The following definitions are terms which are used
throughout this study.
Elementarv School:
a
school offering
studies in a variety
of
subjects from Kindergarten to Grade Seven.
Secondarv School:
a
school offering
studies in a variety
of
subject from Grade Eight to Grade Twelve
Kevboardinq:
The
action of
using
a
keyboard to
type
information into a computer.
Speed :
The rate at which
from the
a person enters characters
keyboard into the
computer. Speed
is calculated in words per minute.
considered
consist
This
of
to
be
strokes, the
any character
study uses
which no
5
or
gross words
strokes
special key.
per minute
penalties are taken from
for errors.
A word is
in
the score
The definitions are the standrad
ones used by typing teachers.
5.
Accuracy (errors):
The number of errors,committed during a timed
test when keyboarding. An error is committed
if the material being copied
is not an exact
duplicate. Standard error rules are followed
in this
study.
There is
only
one
error
counted per literal word, punctuation errors
are counted
as part of the
an indentation error is
the word
following.
definitions drawn
preceeding word,
counted as
These are
from business
part of
standard
education
programs.
6.
Level
Based
of Proficiency
on
programs
a
review of
available
for
the
literature and
typing
speed of 10 words a minute is
courses, a
considered to
be a minimum level of proficiency.
CHAPTER
REVIEW OF
2
THE LITERATURE
INTRODUCTION
There
are
keyboarding, when
keyboarding, why
many
is
articles
the
best
written
time
keyboarding should be
to
about
introduce
introduced and
how keyboarding should be implemented. Many
of these
articles are based on opinions of the writer and not on
actual research.
It is not
value
unusual to find comments
of keyboarding in many
about the
different journals
publications.
For example (Hoot 1986)
primary device
for enabling students to
states
and
"the
interact with
computers is currently the keyboard." Luehrmann (1984)
suggests that
keyboarding should
be
a
prerequisite
before a student enters a computer class because time
at the
computer is wasted if
keys on the
that is
keyboard.
it is spent hunting for
Jenkins
(1987) also
is becoming increasingly important
observes
.. .
for
people of all ages to acquire basic keyboarding skills.
It
is important
for students to use computers more
efficiently through the use of keyboarding instruction,
Wetzel (1985) states "students who
hard time using the word processorw.
can't type
have a
review of
A
evidence
of
the
research
involving the
introduce keyboarding
schools are
level.
literature provides
to
"bestw time
students,
to a
survey done
to
although many
introducing keyboarding at
According
little
the elementary
by John
Stoecker
(1987) teachers in the United States felt the third and
fourth grade
levels were the
ideal time
to
teach
keyboarding.
Hoot (1986) indicates that
research
that we
can
it is only through
determine
a mistake.
Surveys give
keyboarding
indeed a must
...
us opinions of what
is
instruction with younger children is
or
if
considered the "best" situation, whereas research is a
better indicator of the real
(1988) tells
us
instruction at
students with
that
possibilities. Balajthy
"the purpose
of
the elementary level is
keyboard layout and
keyboarding
to familiarize
provide at
least a
minimal level of proficiency in touch typing". This is
important so that students do not pick up hunt and peck
habits
at
introduced
an
early
stage
before
keyboarding
is
.
KEYBOARDING RESEARCH
Keyboarding
instruction
has
become
an
important issue with the introduction of computers to
the
elementary classrooms.
At
times
there are
not
enough computers to adequately teach keyboarding skills
and to
determine whether students can learn to touch
type at an early age.
several options
for keyboarding
elementary school.
as a continuing
University.
help
Dacus and Dacus (1983) reviewed
instruction in
The keyboarding course was offered
education program at New Mexico State
The main
students with
reading skills.
objective of this course was to
the
acquisition
two hours.
of language and
The grade levels involved in the study
were from grade four to grade eight.
six weeks
the
with classes meeting
The course lasted
two nights a week for
The two-hour class length was determined to
be too long and subsequent classes were taught for one
hour four days per week.
Frankeberger (1985) also offered
instruction to
volunteer
fourth and
basis.
fifth grade
There were
volunteered to take the
course.
keyboarding
students on
a
sixteen students who
The students attended
one-half hour classes for eight weeks in order to learn
keyboarding skills.
teach
touch
The emphasis in this course was to
typing.
The
students
learned
their
keyboarding skills on a typewriter and as a reward were
permitted to use the micro-computers.
An experimental class for
a summer enrichment
program was developed by Kaake (1983) to teach students
keyboarding skills. This program
enrolled 26 students
in two classes, which met,one hour per
per week
for eleven weeks.
day, four days
Electric
typewriters were
used for the keyboarding instruction.
All of the keys
were introduced by the
and after
fourteenth day
the fifth week
of instruction
the students were composing
their own materials.
Hedley (1985) taught 24 children aged five to
eight years
classes met
day.
the touch method
for nineteen days
Six of the five and
the predetermined goals
of
keyboarding.
for twenty minutes per
six year old
and
The
girls reached
were somewhat stressed,
while the six five and six year old boys did not reach
the predetermined goals and were quite frustrated. The
remaining twelve children exceeded the predetermined
goals and
exhibited a high degree of self-motivation.
Based on this limited experience, it was concluded that
children progressed more readily with touch keyboarding
after
they
had
learned the
alphabet, numbers, and
learned to read, a result that is hardly surprising!
Students keyboard
at different
levels generally increase with the
levels, these
age of the student.
Wetzel (1985) concluded that students who can type ten
gross words
computer
per minute
can make
for tasks requiring
adequate use
of the
significant amounts
of
keyboard entry.
For
grades
Kindergarten
three, twenty words a minute with
to
grade
accuracy could
be
considered adequate for software use, while grades four
to six, twenty-five words with
accuracy for
input of
complete sentences would be efficient (Kisner, 1984).
Kaser's
kindergarten to
fifteen words
(1984) research
grade
two
per minute;
reported
classes
typed
grade three
that
the
eight
to
students typed
fifteen to twenty-five words per minute; and grade four
to grade six
students typed twenty to
minute accurately
in a six-week time
forty words per
frame.
(Cowles,
Hedley, and Robinson, 1983), in a study determined that
five to eight year old children, after nineteen days of
instruction were able
gross words per minute.
to keyboard
at a
rate of
ten
SUMMARY
In all of the
studies reviewed, children from
kindergarten to high school were able to keyboard.
The
minimum words per minute a student was able to type was
ten words
per
minute.
This
level of
proficiency,
according to the literature, was fast enough to use the
computer effectively.
Most of
the studies
indicated
that students in the intermediate level were
able to
keyboard at a quicker pace than the primary grades.
was evident
that students from
the grade
It
three level
and higher were used in most of the studies conducted,
little evidence was found
to support introduction at
the kindergarten, grade one and two levels.
CHAPTER 3
METHOD
INTRODUCTION
This study use a
pre-posttest design in order
to examine the hypothesis that students from Grade 1 to
Grade 10 could be taught
the mechanics of keyboarding.
This chapter begins with a
description of the research
sample and a brief description of the variables used in
the study.
The chapter closes with a
description of
the methods used in analyzing the data.
RESEARCH SAMPLE
Data
was collected
from children
in eight
schools in a Fraser Valley School District.
different
The school
locations were chosen on a volunteer basis, as were the
classroom teachers.
be willing to
Teachers were
asked if they would
participate in the study
volunteering were used.
The background
and only those
of each of the
teachers involved was not a determing factor in their
selection to
be
part
of
the
project.
Indeed,
demographic data on each o,f the teachers was collected
after the experimental period
before the data analysis
was completed.
A
total of
four hundred
students were given both the
and
forty-seven
pretest and the posttest.
These tests gave a measure of speed and accuracy.
Appendix XX for the pretest
quota was
set as to the
(see
and posttest results).
No
number of classes that could
participate in the study.
The sample was separated by grade and age level if more
than
one grade was instructed as a
segregating students
posttest
class unit.
in this manner, the
results could
be analyzed
as
By
pretest and
to the
grade
level of the students involved.
Keyboarding
was being
elementary curriculum
introduced as
in a
number of
a part
of
the
schools in
the
district, and hence students saw this study as a normal
part of
their classroom
this study was
activities.
given the pretest and
recorded without the use of
names.
not be identified in any manner.
Each
student in
the results were
The students could
without
The test
result9 were sent to
the name
of the
the researcher
school or the
teacher attached in order to
name of
the
preserve the anonymity of
the students and teachers involved.
The
results were
identified by grade level only.
No attempt was
teachers taught
the keyboarding unit.
may be the case that the
the
teaching
made to control or
direct how
Therefore,
it
test results were affected by
experience and
expertise
of
the
instructors. However, no data was available to confirm
or deny this conjecture.
The background
of each
teacher was
after the results were submitted.
involved were volunteers
enthusiastic about
and each of the
of the teachers had
Education and
keyboarding to
had experience
students. Most
of the
involved were teaching keyboarding
although one
All of the teachers
teachers was
teaching children the manual skill
of keyboarding. Two
in Business
recorded
of the teachers
previously taught keyboarding.
a background
in teaching
other teachers
for the first time,
in the primary
area had
GROUP DESCRIPTION
The groups of students were broken down as follows:
Grade
Number
of Students
Number
of Classes
1
37
2
2
43
2
TEACHER PREPARATION
As noted earlier, all but
involved
did
not
keyboarding to
Computer
experience in
Several of
the
on tips and techniques
The workshops
Studies
district.
any
students.
attended workshops
keyboarding.
have
two of the teachers
Helping
were
teachers
of teaching
provided
Teacher
The workshop provided
teaching
for
by
the
the
school
the teachers involved
with methods of introducing homerow and subsequent keys
to the students.
with the
If any of the teachers had difficulty
keyboarding instruction, they had
the Helping
Teacher at
access to
An outline
all times.
of the
workshops is provided in Appendix 111.
Each of
were instructed
assumed
the classes
by the
same.
particular school
same teacher.
that the method
school was consistent
for a
of
since
Hence, it may
instructing within
the
instructor was
However, the instruction varied from
school because of the differences
each
the
school to
in the background of
the teachers involved. All teachers placed an emphasis
on good typing techniques and habits.
TREATMENT TIME AND MODE
At
the start of
the
treatment period,
teachers administered the pretest.
the
They then embarked
on the keyboarding unit which covered all grades, which
was designed to
be twelve,class hours
of instruction.
The amount of instruction time remained consistent but
the number of weeks from the
beginning to the
the study was not consistent. Some
the pretest
and posttest in
took three months.
end of
schools completed
four weeks, while others
The posttest was administered after
the twelve hours of instruction was completed.
The amount
of practice between instructional
sessions was not controlled.
to
computers
at
home
Some students had access
and
could
practice
keyboarding skills, but the majority of
only
had
school.
access
to the
the students
computers provided
Practice time was
their
at
the
provided in some classrooms
using cardboard keyboards as an alternative to typing
on
the
computer equipment.
cardboard keyboard until
The
classes
it was their turn
used
the
to use the
computer.
SOFTWARE
The
keyboarding
A&N
curriculum
materials
instruction was
schools. The textbook used
KEYBOARD
the
(Dulmage 1984).
author was
a
HARDWARE
used
consistent
for
across
the
the
was entitled MASTERING THE
This book was chosen because
noted
expert
in
the
area
of
keyboarding who has given numerous workshops throughout
North
America. A
tutor program
and peck
textboqk was
chosen over a
because tutors tended to
techniques.
typing
encourage hunt
Although students could work at
their own pace with the tutor, it was more difficult to
introduce new keys as a
group.
introduced in the same order
Keys were
not always
from one program
to the
next and the cost of the tutors over the textbook could
not be justified.
Other materials
which were
used varied
school to school, and in particular a
processing
programs
FREDWRITER.
Another
The grade eight
APPLEWORKS.
SLATE.
were
used.
school used
variety of word
One
school
used
BANK STREET WRITER.
to grade ten program
Other
from
was taught using
schools used TYPING TUTOR
or MAGIC
All of the schools taught the keyboarding unit
on Apple
or Apple compatible equipment.
The
type of
software selected depended upon its availability to the
school.
Most of the schools had already purchased word
processing software.
the use of
Since students were
not learning
the word processing software but were only
to learn how
to keyboard, software selection was left
up to the discretion of the teacher.
The
situation fcr
equipment was not
ideal.
The secondary classrooms had instructional labs where
every
student
had
access
to
elementary schools, students
computer.
Those
computer.
In
had to take turns
students not using the
instructed using cardboard
was mainly
a
keyboards.
Apple IIe computers and
the
on the
computer were
The equipment
some Apple
I1 GS
computers.
The
Dulmage.
pretest used
It was
materials, and
keyboarding.
was
included as
part
gives a measure
Kathleen
of her
curriculum
of student
skill when
The test consists of simple three to five
letter words.
The words
do
structure in the first lines.
real words found
not
developed by
not
form
a
The words themselves are
in the English dictionary.
nonsense words
so
reading the material.
sentence
the
student has
The last two lines
They are
difficulty
of the test
are complete sentences.
The same test was used as the posttest so that
a valid comparison of the data
could be made.
(A copy
of the pretest/posttest is provided in Appendix I.)
The
pretest
was given
keyboarding instruction began.
were
instructed when
to begin
students before
All
of the
typing
timed for a duration of one minute.
the
students
and then were
At the end of the
one
minute time
s t o p typing.
period, s t u d e n t s
were instructed
The number , o f s t r o k e s
t h e y typed
to
were
recorded a s w e l l a s t h e number o f e r r o r s t h e y had made.
This test was
repeated two more times s o
that a t o t a l
o f t h r e e s c o r e s w e r e recorded f o r t h e p r e t e s t .
The
scores w e r e
t h e n averaged.
p r e t e s t w e r e then
The
final results
recordqd u s i n g t h e average
of t h e
from t h e
t h r e e scores.
After
t h e twelve
hours
completed, t h e s t u d e n t s t h e n t o o k
same
test.
Once
again t h e
s t a r t typing
when t o
The s c o r e s w e r e
a p o s t t e s t using t h e
students w e r e
and t h e n
timed f o r
r e c o r d e d f o r b o t h speed
instructed
one minute.
and accuracy.
T h i s t e s t was a l s o r e p e a t e d two more times.
w e r e averaged and
were
of i n s t r u c t i o n
t h e r e s u l t s using t h e
The s c o r e s
average s c o r e
f o r b o t h speed and a c c u r a c y w e r e recorded.
The r e s u l t s
p l a c e d on s h e e t s
n o t recorded
Only t h e
sheet.
of paper where o n l y
w e r e shown.
and a c c u r a c y
were
of t h e p r e t e s t and
of t h e
students
t h e name
of t h e
teacher.
n o r was
researcher
test r e s u l t s
v i a school
s c o r e s f o r speed
The names
g r a d e l e v e l was i n d i c a t e d
The
posttest were
a t the top
w e r e then
mail so
of t h e
submitted t o
that the
name of
the
the
s c h o o l was unknown.
The p r e t e s t
to
t h e number
l i m i t set out
and p o s t t e s t were b o t h
of s t r o k e s
completed
by t h e i n s t r u c t o r .
The
scored a s
within the
a c t u a l speed i n
words p e r minute was determined by t h e r e s e a r c h e r .
number of s t r o k e s was d i v i d e d
time
The
by t h e average number of
strokes per
word (the average number
word
by
used
the Curr;iculum Guide
Education is five strokes per word).
net words
per minute
completed by
of strokes per
typed.
for Business
The result is the
These calculations were
the researcher after
the results of the
pretest and posttest were submitted.
The pretest and posttest used did not have any
norm references.
this test was
this
Any comparison
not possible.
particular
study can
to other groups using
Only those
be
groups within
compared using
this
particular pretest/posttest.
METHOD
ANALYSIS
data was transferred into
speed and
accuracy by grade
that
data
the
Powerstat,
a
collected
level.
could
program
This was
be
developed
Engineering Corporation.
categories for
Appendix
done so
analyzed
by
XX
using
Analytical
details
the
coding system utilized for the use of this program.
Powerstat allows
the data into
any
of the
well,
frequencies to determine whether
areas analyzed
statistics
deviation
the researcher to transform
can
be
such
as
show a
marked trend.
the mean
determined
or not
through
and
the
As
standard
use
of
Powerstat to provide
the basis for analyzing
were any statistically
the various
significant differences between
study attributes.
Finally, the Powerstat
program allows the researcher to
particular
traits, such
determine whether or
if there
as
focus on a group with
age or grade
not they
indicate a
level, to
difference
between the speed and accuracy from the total group.
SUMMARY
Chapter Three presented the
research design
and data
collection methods utilized in the study, and indicated
which
of the
controlled.
variables
in the
study
that could
be
CHAPTER
4
ANALYSIS
INTRODUCTION
In this chapter the results of the statistical
analysis of the data are presented.
with
an overview of the
entire
those
population
results.
statistical
statistical results of
the
and the conclusions reached
Next
analysis
level, according to
accuracy.
The chapter begins
is
a
further
on results
the
overview of
segmented
two variables,
The chapter then closes with a
the information obtained from
from
by
grade
speed
and
summary of
the statistical analysis
and graphic representations of the data.
GRADE LEVEL POPULATION RESULTS
In
order to
there would be
of
given to all
one for
the
subjects.
errors
per
measurements were
Education
The
accuracy was
two components,
net words per
speed
in the
and
minute, and
number
the
of
accuracy
scored according to the Ministry of
guidelines
typewriting.
speed and
accuracy, measured
minute.
grade levels, a
The tests had
speed, measured in
that
speed and accuracy
comparing various
posttest for both
other for
study hypothesis
a difference in the
students when
pretest and
test the
for
scoring
timed
tests
for
TABLE I
summarizes the
the speed and accuracy
and includes
results obtained
for
(errors), Pretest and Posttest,
further information on the
breakdown for
each component for every grade level tested.
Speed and
Errors indicate the results were from the Pretest while
Pspeed and
Perrors indicate the
Posttest.
In order
to
scores were
determine whether or
statistically significant difference exists
speed
and
perrors, a
pspeed
as well, as
t-test was
from the
not
between
for the errors
conducted yielding
a
and
the p-value
for the means between pretest and posttest scores.
The
results of the t-tests are in TABLE I under the p-value
column.
each comparison
For
of pretest
and posttest
results, the
p-value was considered significant at the
0.01 level.
The N
each
grade levels
of the
value is
to
significantly large
allow for use of
for
this
statistic.
The
null
hypothesis
for
each
grade
level
comparison was 'the mean of the result for either speed
or
errors was
equal to
the mean of
the result
for
pspeed or perrors'.
The
alternative hypothesis
for
each
grade
level comparison was 'the mean of the speed or error
pretest was
perror
not equal
posttest
at
to the mean of
t h e ,p-value
of
the pspeed
or
level of
0.01
significance.
With reference to TABLE
results
of
the
results, it is
grade
I, which provides the
level pretest
in keyboarding
speed between the pretest and the posttest
there was
posttest
shown that in the grade ten level that
not a significant difference
there was
and
a
significant difference
scores but
in keyboarding
accuracy (errors) between the pretest and the posttest.
The null
hypothesis therefore was not
rejected.
The
null hypothesis was rejected for the errors/perrors
comparison at the 0.01 level
of significance. There is
a significant difference between the means
for errors
and perrors at the grade ten level.
The
null
hypothesis
for
speed
and
pspeed
comparisons on the pretest and posttest was rejected at
the grade
grade
nine, grade eight, grade seven, grade six,
five, grade
four, grade
three, and grade
one
levels at the 0.01 level of significance. At the grade
two level the
0.01
level
null hypothesis was not
of
comparisons.
grade two and
significance
That
is to
for
speed
say, it can
ten levels, there was
rejected at the
and
pspeed
be seen
at the
not a statistical
change in the speed at which students typed.
The
null hypothesis
for errors and
comparisons on
the pretest
and
posttest
rejected at the
grade nine, grade eight,
perrors
was
not
grade seven,
grade five, and grade three levels at the 0.01 level of
significance.
grade one
At
the grade ten,
levels the null
six,
four,
hypothesis was
two, and
rejected at
the 0.01 level of significance.
A close
students did
not increase in
errors dropped
grade ten
speed but the
number of
1.7 to a mean
from a mean of
The increase in
mean in
I shows the
look at TABLE
accuracy is a possible
keyboarding speed did
increase. The students had
in keyboarding speed while
the extra
reason why the
not show a significant
possibly reached a plateau
accuracy was increased with
practice over the
twelve hour
period.
mean speed score
for keyboarding speed and
the
all the
highest for
of 0.25.
grade
shows an
indication that speed
level of
the student.
The
The
pspeed was
levels tested.
improves with
This
the age
grade nine speeds, on the
other hand, show that the mean decreased
in value but
the
number
of
concentration
explain the
appears to
on
errors
remained
the
same.
The
accuracy rather
than
speed
could
difference in the speed
play an important
scores. Accuracy
part in the
keyboarding in the higher grade levels.
teaching of
The grade
eight group
increased their
speed
far more significantly than those students in grade ten
and there was not a significant change in the number of
errors.
level of
the
Although
their speed did
the grade ten group,
grade nine 's
unchanged at
.
not reach
the mean
it did surpass that of
The mean
number of
the grade eight level
errors was
as well as
at the
grade nine level, though the reduction of the number of
errors was not
signifcantly different.
The size of N
(100) for the grade eight level is much higher than the
size of N (22) for the
grade nine level, which could
affect the results on the
pretest and posttest scores,
though the t-test is quite robust.
Grade
keyboarding
seven
also
speed, but
increased slightly.
showed
the mean
an
increase
number
of
The difference between
in
errors
the means
for errors was not significant but the increase in the
keyboarding speed was significant.
be able
to increase the
changing the
Students appear to
speed in keyboarding without
mean number of
errors.
The
accuracy at
this level did not show any improvement and it also did
not increase even though the speed increased. Students
at
the
grade
improved their
errors.
This
seven
level
speed without
learned
keyboarding and
affecting the
number of
indicates that these students were able
to learn keyboarding effectively.
TABLE I
GRADE
I
TEST
MEAN
I
Speed
Pspeed
Errors
Perrors
STANDARD
DEVI AT1 ON
24.2500
24.6500
1.7000
0.2500
9.1816
8.7556
2.2266
0.4443
Speed
Pspeed
Errors
Perrors
22
20.3182
18.1818
1.2727
0.5000
7.0737
5.9252
2.0043
1.0118
Speed
Pspeed
Errors
Perrors
100
17.6500
21.0200
2.2300
1.6400
7.7790
8.3218
3.1135
2.4101
Speed
Pspeed
Errors
Perrors
60
Speed
Pspeed
Errors
Perrors
Speed
Pspeed
Errors
Perrors
Speed
Pspeed
Errors
Perrors
Speed
Pspeed
Errors
Perrors
Speed
Pspeed
Errors
Perrors
I
Speed
Pspeed
Errors
Fcrrors
P VALUE
SIGNIFICANl
NON-SIG
The greatest increase in speed is at the grade
six level.
the
This group showed the greatest increase in
number
decrease
level
of words
per
minute
in the mean number
appears
to
be
of
the
and
the
errors.
greatest
This
grade
to
teach
ideal place
keyboarding as the greatest changes between the pretest
and posttest scores occur at
able
to
this level. Students were
learn keyboarding,
improve their
significantly and also improve the
significant level.
This
situation for teaching
speed
rate of errors at a
situation is
the
keyboarding skills.
ideal
Students
improved their mean speed over 100% from the pretest to
the posttest. None of the
their speed
by this
other grade levels increased
amount nor did
any of
the other
groups decrease their mean number of errors by such a
significant number.
The grade five group
in keyboarding but the mean
but not significantly.
also increased the speed
number of errors increased
The grade five group was also
able to learn the keys, increase the mean speed without
changing the mean
the
number of errors as is
grade seven group.
This
the case for
group increased
their
speed by 45% while the grade seven group only increased
their mean
speed by 25%.
five level
seems to
The situation at
be more
ideally suited
keyboarding than the grade seven level.
the grade
to begin
The grade
in the
four group also showed
number of words per
the number of errors.
to be
an increase
minute and an
increase in
Both of these differences proved
0.01 level for
significant at the
the p-value.
Even though the speed in keyboarding increased and the
level was significant, the number of words
per minute
did not clearly show that the grade four students could
keyboard as efficiently as those students in the higher
grade levels.
fast speed
Eight words
but the number
increased may
per minute
of hours of
contribute to a
is not
a very
instruction if
greater
increase
in
keyboarding speed and accuracy.
The grade three group
in the
speed and a increase in the number
The change in
speed is significant while
in the number of errors is
level.
also showed an increase
four group.
the grade three
close to the mean scores
The
the increase
not significant at the 0.01
The mean scores for
speed are very
grade three group and
the grade four
fit together when looking
scores
grade threes
errors as
much as
the grade
number of
errors on the
group but
the mean errors
did
group in
for the grade
group appear to
but the
of errors.
at the mean
not increase their
four group.
pretest was
Their mean
higher
score on the
for this
posttest fell
within the range of the grade one to grade four group.
speed signficantly but the increase
errors was significant. The
that
the speed
in the
grade two level indicates
stayed almost
the same and with
introduction of more keys, the number
increased.
Other
group such as the
number of
factors may
have
ability to reach
the
of errors was
influenced this
all of
the keys.
The same appears to be true for the grade one level.
Although the grade one speed increased at a significant
level the mean number
of errors
also increased
at a
significant level.
TABLE I also shows a natural break between grade five
and grade four
for the increase in keyboarding speed.
Grade five and
up reached between 15 and
minutes
the
achieved
while
only 4
grade
one
to 8 words
to
grade
per minute
24 words per
four
group
on the
mean
scores.
All of the groups fell within the 0 to 2 range
for mean
that
scores on accuracy.
accuracy
was
This seems to indicate
stressed when
instruction was given.
The pretest
the
keyboarding
scores showed
greater mean for errors as the range was from 0 to 5 .
a
The
keyboarding instruction and keyboarding practice
helped to improve the accuracy of the students involved
in the study.
Each grade level showed some type of change.
IIa shows all the possible
from
the
possible
pretest
and
situations
importance
in
learning
situation would be
situations that could arise
posttest
are
TABLE
ranked
to
comparisons.
These
according
their
keyboard.
to
The
ideal
to have the speed up a significant
number and the numbers of
errors decreasing, the worst
possible situation is to have
the speed decreasing and
the errors increasing.
The actual situation according to the p-values
are
recorded in
ranked according
appears to be
TABLE IIb.
to the
Each
situation is
'possible situation'.
three distinct groups within
then
There
the chart.
The first group consists of
students at the grade nine
and
second
grade ten
level.
The
group consists
of
students at the grade five, grade six, grade seven, and
grade
eight
level.
The
third
group
consists
students at
the grade one, grade two, and
level.
grade three level
The
of
grade four
does not appear
to fit
within these groupings and appears to be anomalous.
If
~Ai3Lb I is referenced at this point, the mean score for
typing speed shows the grade two level does actually
TABLE IIa
I
CHANGES IN SPEED AND ACCURACY IN KEYBOARDING
RANKING OF POSSIBLE SITUATIONS
Situation
---Number-
Errors
1
2
3
4
5
6
7
8
9
TABLE IIb
STUDY FINDINGS FOR CHANGES IN SPEED AND ACCURACY
-
-
RANK I NG
ACTUAL SITUATION
SPEED
ACCURACY
-
-
-
-
t
-
t
-
t
-
t
-
t
+
t
---
-
t
t
+
fit within the
number
grade one, two and
of errors
also
within this group,
the pretest
as did
the
the only difference was
for the mean number of
though it did
increased
four grouping.
The
errors
the change
errors was not significant even
increase.
The mean number of errors in
was the highest, and
the mean
number of
errors was the lowest within this grouping.
It would appear
grade tens may have
from
reached a
difficult to increase and the
the
expense
of
occurred at the
and the
grade
the
A
different
unchanged.
seven, and
the errors
It would
situation ranking
introducing
level where
grade nine level, the
six, grade
decreased.
results that the
grade
In grade five,
eight, the
keyboarding occurs
speed
unchanged or
appear that from the
the
situation
speed went down
either remained
that
speed was
accuracy was improved at
speed.
accuracy remained
improved and
the
t-tests and
optimal
setting
for
at the
grade five
to
grade eight, levels.
The lower grades, grade four, grade
two, and
grade one, the speed increased or remained the same and
the
errors
increased.
significant difference
group, there was
number of errors.
Even
in the
though
there
typing speeds
was
for this
also a significant difference
This may
a
in the
indicate that the students
were
trying to
increase their
producing more errors.
of
grade three level, showed
in speed but also
change in
the number of
appear to
fit with the
There is
the risk
,
The last group, the
an increase
speed at
showed no
errors.
significant
This group
does not
grade levels above
and below.
no logical explanation as to why
this group
should be different from the other groups in the number
of
errors.
The
group
does
fit, however, with
the
increase in typing speed.
FIGURE I
summarizes the differences
for speed and pspeed by grade level.
shows
that
as
the
grade
The chart clearly
level
speed
(speed) and
the posttest (pspeed). Grade
seven, and
increase in
show an
speed.
for
increases,
keyboarding
six, grade
increases
both
grade eight
Grade
the
to
pretest
greatest
grade four
be
the
five, grade
show the
three and
increase which appears
in means
also
significant.
Grade two and grade nine show a decrease in keyboarding
speed while grade
one shows
speed and grade ten shows
TABLE I
only
the grade
groups
to
keyboarding speed.
a
moderate increase
an insignificant gain.
ten and grade
not
have
a
in
From
two levels were the
significant
gain
in
The largest gain in speed occurs at
the grade six level suggesting that this group is the
FIGURE I
FIGURE I1
G r a d e Leuel
ERRORS
PERRORS +
+
+
-
ideal
group
to begin
keyboarding instruction.
grade five and grade seven
gains in typing speed and
levels to
level also show significant
therefore would also be good
begin keyboarding instruction.
students also
show a
significant gain
speed but the increase is not
five, grade six and grade
to
be a
grade
four
division
levels.
is the
the
and
Grade eight
in keyboarding
as great as at the grade
seven levels.
natural dividing line
keyboarding speed.
There appears
for the increase in
The first division is between the
grade
is between
five
levels
the grade
and
eight
the
group with the
greatest
while
increase
group, the
change
appear from TABLE
second
division
keyboarding speed.
grade nine and
significant
grade ten levels
in keyboarding speed.
I11 that the optimal
to four
shows
the
The
last
showed no
It would
group to begin
keyboarding instruction is the middle group.
the students
nine
lowest keyboarding speed after
the
in
second
and grade
The first division group, grades one
posttest
The
in the lower grades in the
Although
first group,
grade one, three and four did increase their speed, the
graph
shows that
their speed
is not
warrant introducing instruction on the
graph does
keyboard
indicate that these
but
it
is
providing instruction.
not
the
high enough
keyboard.
students did
ideal
to
The
learn to
situation
for
for errors
level.
(pretest) and
The table
errors on
perrors (posttest) by grade
shows,that the
the pretest
for each
slight increase starting at the
grade
six level
showed an
errors but in the posttest
grade level
showed a
grade five level.
unusually
The
large mean
for
the mean dropped well below
the other grade levels with
ten level.
average number of
the exception of the grade
Grade one, grade
two, grade
three, grade
four, grade five and grade
seven showed an increase in
the number
the pretest results to the
of errors from
posttest results. Grade six, grade eight, grade nine,
and
grade
ten showed
a
decrease
in the
number of
errors.
FIGURE
I1
also shows
between the means for grade
seven, grade
eight, and
that
the
differences
three, grade
five, grade
grade nine
are not
as great
(not significant) as the differences at the other grade
levels.
These
significant when
Grade
six
differences
looking at
showed
reduction of
the
errors begins at
idea that the
shown
the p-value
greatest
errors with
greatest improvement.
are
not
to
be
in TABLE
I.
improvement
grade ten
Improvement in
in
showing the
the mean
the
next
number
the grade six level, reinforcing the
grade six level appears to
be the ideal
level to begin keyboarding instruction. The grade five
level does not show a
great (significant) increase for
t h e mean
level
to
number o f
errors and
s t a r t keyboarding
l e v e l s below grade f i v e show
mean number
of errors and
could then
instruction.
a l s o be
The
a
grade
a greater increase i n t h e
would not be
i d e a l p l a c e t o begin i n s t r u c t i o n .
considered an
SUMMARY
GRADE LEVEL POPULATION RESULTS
T-tests were
was a
used to determine whether there
significant difference between the pretest and
posttest scores
for each grade level.
representations also provided
and
determining the
posttest
scores.
comparisons of
differences
The
posttests for both speed
Visual graphic
groups
between pretest
results of
the pretest
and
and
and accuracy (errors) confirm
-
the
importance of
appropriate level.
begin
teaching
keyboarding at
It was found that the ideal time to
keyboarding instruction was
level but
the grade
this group.
The
the
at
the grade
five level would also
grade levels below grade
an increase in typing speed but
six
fall into
five showed
it was much lower than
that achieved by the grade five level and higher.
CHAPTER FIVE
RESULTS
SUMMARY
So little research has been done on the use of
typing tutorials, that studies such as those which
indicate the optimum age level at which to begin
teaching keyboarding skill and/or word processing would
contribute to that base of knowledge. (Gerlach, 1987)
Following on
Gerlachfs statement, a
keyboarding was undertaken
level
to
to
determine the
introduce keyboarding,
keyboarding and where
study of
to teach
how
it.
optimal
to
The
teach
study was
intended to add to the base of knowledge about children
and keyboarding skills.
From the
all of
the students
were able to
Some of
than
involved in
within the
grades.
The
grade
lower group,
nor did
indicate
they reach a
levels, plus two
although able
distinct
anomolous
to keyboard,
deal of speed or accuracy
level of proficiency
learning keyboarding was
grade levels.
higher level
There were three
did not perform with a great
study
of efficiency.
the grade levels performed at a
levels.
clear that
this research
keyboard with some degree
other grade
groups
results obtained, it is
that would
optimal for
Wetzel (1985) concluded that
these
students
wkdd can type ten words per minute can make adequate use
of the computer for tasks requiring significant mounts
of keyboard
entry.
This, lowest group did not
reach
that level.
The middle level grades appear to be
best
suited for beginning keyboarding instruction as their
speed and accuracy improved more than the other groups.
The last
group, the grade
the grade ten
accuracy
decrease in
of
keyboarding
their typing
showed they
speed and
rather
than
speed
The grade nine level showed a significant
accuracy did not change
level
ten levels,
level tended to concentrate more on the
aspect
improvement.
nine and grade
speed while
their level of
significantly. The grade nine
had more
difficulty in
accuracy with the
increasing
introduction of
new keys
throughout the study.
Students improved their typing
speed over the
course of
the study
from a range of 2.9189
words per
minute at
the beginning of
range of 4.0270 to 24.65 at
accuracy
4.7143
beginning
1.7561 at the end of the
an overall
the
ranged
of the
study.
study was
from 0.4615
study
to 0.2500
The
to
to
Even though there was
improvement for all grade
focus of this
the study to a
the end of the study.
also improved which
at the
to 24.25
levels together,
to determine when
formally teach keyboarding skills.
to
From the results of
the pretest and
the posttest, there is
a linear trend
for speed to improve withltheincrease in grade level.
The mean
number of
errors tended to decrease as the
grade level increased with the exception of the primary
grades and grade four, where
the mean number of errors
increased on the posttest from the pretest results.
The grade two and
grade nine
level provided
the only exception to these results, the mean number of
errors did not increase significantly even though there
was some apparent increase. This group did not follow
the norms set by the surrounding grade levels.
CONCLUSIONS
There was
support for the hypothesis
students could be formally trained
at any
one of
that
to use the keyboard
the grade levels tested.
It was also
supported that students above the grade four level were
best suited for learning keyboarding skills at a fairly
proficient rate of speed and accuracy.
Students in the grade one
to grade four group
did not progress to a level that would make optimal use
of the computer.
of the
keys and
speed over
They did however learn
were able
the twelve hour
the location
to improve their rate of
period.
Accuracy
did not
improve over the same period of time, and in most cases
deteriorated.
and
Students had learned more key locations
that may
have
affected the
number
of
errors
committed.
The grade
nine and ten levels
improved their
accuracy at the expense of increasing their speed.
speeds obtained by
the grade nine group
the grade ten group only
not a
The
decreased and
increased slightly but it was
significant increase.
sufficient at these levels
Keyboarding speeds were
and keyboarding instruction
would not pose any difficulties.
RECOMMENDATIONS
From
the
results
of this
study,
a
formal
keyboarding instructional program should begin around
the grade five
manipulate
level.
the
Students would be
keys with
well able to
some proficiency.
With
continued practice, students should continue to improve
their
speed
and
accuracy.
should not end with just
but should be
Keyboarding
instruction
the introduction of the keys,
used throughout the curriculum
to reinforce the skill.
in order
If keyboarding instruction is
discontinued at this point the ability to keyboard with
some proficiency will
reintroduced.
deteriorate and will have
to be
LIMITATIONS
This study had limitations.
of hours
First, the number
used for keyboarding instruction was fairly
short and could be increased to twenty hours or more.
Second, the method used to teach the keyboarding was by
teacher/textbook. Other methods are
typing
tutor type programmes
students
to become
Third, no
the alphabetic
were used.
which
may have
more proficient
emphasis was put on
keys, only
available such as
It was not
at the
the use of
keys, and
helped
keyboard.
the numeric
the delete
recommended to use
keys
the delete
key but it was difficult to determine whether a student
used the key without the
instructional materials
designed
for
teaching
knowledge of the teacher. The
used
in this
typing and
not
study were
for teaching
computer keyboarding.
Other research studies that
this study include
could emerge from
a replication of this
longer period of time. A
study over a
greater emphasis on practice
between instructional sessions
and a follow up
on the
uses of the computer after keyboarding instruction has
been
completed.
computers when
instruction.
Do
they
students
have
had
make
better
formal
use
of
keyboarding
APPENDIX
Instructions:
Please use the following speed and accuracy test for
timing students for both the pretest and the posttest.
,
Students are to be timed for one minute. Please signal
to the students when they are to begin typing and after
one minute have the students stop.
Please administer this test for three consecutive tries
and record the average raw score (total number of
strokes divided by three) for each student on the form
enclosed. Do not identify the students, but simply
write down the scores in any order.
Upon completion of the twelve hours of instruction,
please administer the same test and record the scores
in the second column.
Once both the pretest and posttest have been
administered, please forward the completed forms to
Fort Langley Junior Secondary School. Do not indicate
the school or teacher on the score sheets or on the
envelope.
to it is in by of he so do on we if or a the
and for has she now can how why that when what
gone with from well some quite
I type very well when I do my best work.
skill grows as I do my best each day.
KEYBOARD1 N G RECORDS
I
GRADE
DATE
HOURS OF
KEYBOARDING
APPENDIX
I
PRETEST/POSTTEST RESULTS
SPEED
ERRORS
GRADE
'id
PSPEED
PERRORS
PGRADE
PRETEST/POSTTEST SCORES BY GRADE
SPEED
ERRORS
GRADE
PSPEED
PERRORS
PGRADE
21
23
22
22
26
35
32
31
51
42
36
27
26
26
31
30
29
17
17
17
18
18
18
17
16
16
17
17
17
19
21
20
20
21
21
21
20
19
19
20
20
20
11
11
11
11
11
11
11
12
3
0
9
6
5
0
0
1
3
0
0
0
10
9
0
0
2
11
10
8
7
0
0
0
4
3
5
0
0
1
0
6
2
0
0
0
0
5
3
1
1
0
4
6
15
3
0
1
2
0
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
7
7
7
7
7
7
7
26
29
27
27
30
39
37
36
45
44
41
34
34
33
35
35
34
21
21
21
23
23
22
20
19
19
21
21
21
23
25
25
24
26
25
25
23
23
23
24
23
23
15
16
16
15
14
14
15
16
4
4
4
1
14
6
2
5
1
1
8
2
2
1
6
6
6
3
2
2
0
0
0
0
1
0
2
2
1
1
3
0
3
1
3
3
2
2
1
3
3
2
2
0
0
0
4
8
0
0
8
8
8
8
8
8
8
8
8
8
7
55
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
8
7
7
7
7
7
7
7
7
SPEED
ERRORS
GRADE
PSPEED
PERRORS
PGRADE
APPENDIX
III
WORKSHOP OUTLINES
WORKSHOP
I
The objectives of this first workshop are:
1.
To familiarize you with computer hardware
2.
To show you how to load your software
3.
To show you how to save your documents
4.
To help you feel comfortable with other
housekeeping tasks such as printing
documents
5.
To introduce you to the new keyboarding
program
WORKSHOP
II
The objectives of this second workshop are:
1.
how to begin teaching keyboarding
2.
techniques that are important
-
posture
finger positions
body position
3.
why monitoring students is important
4.
evaluation of keyboarding skills
LIST
-OF REFERENCES
~,
Arts, and the
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February 1988, 40-43.
Cowles, M., Hedley, M., Robinson, M.C.
Analysis of
Younq Children Learnina Kevboardina Skills,
University of Alabama, School of Education, 1983.
Dacus, J, Dacus, D.M. Time Bomb in Educational
Computing: Teaching Keyboarding to Children,
Educational Computinq, October 1983, 50-51.
Dulmage, Kathleen. Mastering the Kevboard, Skyline
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Frankeberger, L. Keyboarding: Success in Elementary
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Gerlach, Gail J. The Effect of Tvpina Skill on Usinq g
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Hall, G.E. Issues Related to the Implementation of
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Hedley, M.K. Once More: The Keyboarding Debate,
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Hoot, James L. Keyboarding Instruction in the Early
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December 1986, 95, 181.
Jenkins, Lois Kevboardinq: What to Teach, When to
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62.
Kaake, D.M. Teaching Elementary Age Children Touch
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Kaser, K.J. Keyboarding Course for K-6, Business
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Leuhrmann, A. The Beat Way to Teach Computer Literacy,
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Sonnunen, C. Inservice Workshops: One answer to the
Issue of Elementary School Keyboarding, Journal
of
- Business Education, 60 (1984), 14-17.
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