The Keyboarding Dilemma. Jan Kurtz, MS, OTR/L Baltimore County Schools Assistive Technology Team Closing the Gap

Transcription

1 The Keyboarding Dilemma Jan Kurtz, MS, OTR/L Baltimore County Schools Assistive Technology Team Closing the Gap

2 The Dilemma Much time and energy spent on discussion Whether to teach keyboarding When to teach it Who should teach it How it should be taught How to find the time to teach it How much time is required How do we find the time What do the experts say

3 What is Driving the Debate? Availability of computers at school and home User friendly word processors and devices Becoming a critical life skill Almost every job involves use of computers High stakes testing moving to computers

4 Instruction The thing computers do extremely well is give children confidence and self-esteem. They allow them to express themselves without worrying whether people can read their handwriting or whether it is laid out properly. Charles Giffiths National Literacy Association, UK Galloway 2002

5 Instruction The parallel between learning keyboarding skills and handwriting is an obvious one. As pupils use computers more for creating text so, as with handwriting, the lack of good technique will hold them back. John Galloway 2002

6 Typing vs. Keyboarding Clerical Typing skills Originally used the typewriter Skill was to type from a copy or dictation Primarily targeted to clerical workers Emphasis on speed, accuracy for maximum output Intricate knowledge of formatting needed Minimal number of errors Skilled with typing numerical row

7 Keyboarding vs. Typing Keyboarding as a means of composing. Gateway skill Emphasis on recording one s own thoughts Typing from a copy is not important Functional keyboarder vs. a proficient typist High rates of speed are not necessary

8 Keyboarding vs. Typing Keyboarding- important skills Basic knowledge of the keyboard Positioning Correct use of the fingers Proficient use of the backspace key Basic knowledge of formatting and options available in word processing programs Integration of keyboarding into educational tasks

9 Teaching Keyboarding Whose responsibility is it anyway? Seattle WA A.T. evaluation determined that the student needed keyboarding skills The 504 team took no action assuming it was a general education responsibility The courts decision- Student s rights violated Reason- team failed to a take action on the issue 504 Copyright 2004 LRP Publications The Special Educator July 27, 2004

10 Research Keyboarding Practice Study of 4 th and 5 th grade students with and without learning disabilities Determine if keyboarding skills improved with regular practice Skills improved in all groups Use of the computer for homework and classwork improved skills more rapidly Children with learning disabilities acquired skills at a slower rate but also improved Pisha, B. (1993)

11 Research Study of 6 th and 7 th grade students Same amount of instruction different results between the grades. The 6th graders better touch typists The 7th grade students had 1 year of computer application prior to keyboarding class Researchers suggested the 7 th graders had developed hunt and peck habits that they were unwilling to break Recommended keyboarding instruction begin in Elementary School Wichter, Hass, Canzoneri, & Alexander,1997

12 Research Motor Patterns Influence of familiar patterns Letters were switched on for two keys Subjects were given time to practice the letters only- no word patterns Subjects were then asked to type both nonsense text and real words Had more difficulty with words Brain develops motor patterns for prose. Jordan (1995)

13 Research Motor Patterns Study of proficient typists vs. hunt and peck typists and motor pattern development Typists were presented with letters and shapes in different colors Attention was to be paid only to color when activating keys Proficient typists had more difficulty inhibiting letter response than poor typists Hunt and peck typists did not have these motor patterns established so they made fewer errors in inconsistent letter/color presentation Reiger (2004)

14 Research Motor Patterns (cont) Error analysis revealed that the proficient typist had automatic motor patterns established which resulted in faster reaction time for when letters to be typed matched the finger color. Conclusion proficient typist do not spend time interpreting the letters as they type. Keystrike is automatic. Reiger (2004)

15 Research Keyboarding Speed 34 sixth grade students Students showed a wide range of keyboarding speeds The authors of the study felt that it was inappropriate to require a generic typing speed Kahn and Freyd 1990

16 Research Keyboarding Speed Reported speeds in several studies vary greatly Methods for assessing speeds are inconsistent Different ways of reporting speeds Students had various levels of training Different purposes of the studies Need for further research in this area. Freeman, MacKinnon, Miller, 2005

17 Research Link to Handwriting Skills 63 fifth graders given typing instruction for 15 sessions Improvement noted in typing speed Handwriting and typing speed were linked Handwriting and typing accuracy were not linked Suggests that typing may be a good alternative for student with poor handwriting Preminger (2004)

18 Research Link to Handwriting 40 sixth graders participated in a keyboarding program Keyboarding performance had a mild correlation to handwriting performance Handwriting and keyboarding need different skills Students with poor handwriting speed and legibility improved in both the quantity and quality of their written output when they typed. Keyboarding may increase and improve a student's written output. Rogers (2002)

19 Research Speed Equivalency 52 student yrs old who had difficulty with written composition typing speed equaled or surpassed handwriting speed - better compositions when using word processing Handwriting speed was faster better compositions when writing When typing is automatic attention is on the composition not finding the letters Dunn, B., & Reay, D.(1989)

20 Research Keyboarding Instruction Wisconsin Schools Longitudinal Study Survey of 428 elementary schools 1993, 1996, 2003, 2006 Does the school teach touch typing Provide keyboard reinforcement activities H. Rogers 2005

21 Summary of Responses *428 Wisconsin School Districts in 1993 and1996; 426 in 2003 and H. Rogers 2005

22 Percent of Responding School Districts Teaching Elementary Keyboarding: 100% 85% 85% 73% 75% 54% 50% 25% 0% * Yes Responses: 1993: N=153; 1996: N=207; 2003: N=218; 2005: N=218 H. Rogers 2005

23 Number of Responses When is the Touch Method of Keyboarding Introduced? K 1st 2nd 3rd 4th 5th *Total Responses: 1993: N=153; 1996: N=207; 2003: N=218; 2005: N=218 H. Rogers 2005

24 Methods for Teaching Keyboarding Alphabetically Advantages Children are familiar with the alphabetic order Younger children may be more comfortable with this approach Disadvantages More emphasis on the visual component of the task Does not lend itself to developing motor patterns

25 Methods for Teaching Keyboarding Experiential Little time is spent on instruction Students are given general instruction about hand position Time is spent on text with little concern for proper keyboard technique Results in less efficient motor patterns being developed

26 Methods for Teaching Keyboarding Presenting letters without motoric patterns. Each keystroke is learned in isolation. No connection to previously learned motor patterns Real words are not presented until late in instruction Does not encourage automatic response

27 Methods for Teaching Keyboarding Home row with emphasis on motor patterns Connecting home row letters to upper and lower row letters- motor memory Less need to look for the key It becomes a motor task instead of a visual motor task Automatic responses develop quickly Practicing common letter combinations Typing becomes automatic sooner Repetition of word patterns can be integrated into classroom instruction

28 Comparison of Four Keyboarding All the Right Type Programs Jumpstart Typing Mavis Beacon Teaches Typing Type to Learn

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30 All the Right Type Basic program no sounds other than error alert sound Simple graphic to demonstrate finger movement. Learning Lab Graphic demonstrate finger movement Practice upper and lower row letters with home row as an anchor Errorless learning

31 All the Right Type

32 All the Right Type Learning Lab (cont.) Alert sound and text message when error is made. No pairing of left and right hand for learning letters. Goes quickly to word patterns. Introduces capital letters and period in the second lesson after home row.

33 All the Right Type

34 All the Right Type Other features Gives accuracy and speed after each short session Practice Pavilion additional practice after Learning Lab. Testing area allows accuracy and speed assessment

35 All the Right Type

36 Games All The Right Type Games Teacher controls access to games Games focus on accuracy and speed One game words are small and move across screen- difficult to track Other games words are large and remain stationary

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38 Jump Start Typing Lessons Begins with home row letters Home row anchors teaching t and h abandons this strategy for subsequent letters Uses nonsense combinations of letters for teaching Slow movement to real words. Letters are small and highlighted letters are difficult to see.

39 Jump Start Typing

40 Jump Start Typing Awkward practice combinations interfere with motor pattern development. Punctuation, capitals, underline, dash and quotation marks taught in the middle of a letter sequence instead of their normal position in writing Detailed data reports

41 Jump Start Typing Progress Report

42 Jump Start Typing Games Five games to develop skills of speed and accuracy. Three games letters are stationary challenge is to type the combinations correctly Two games visual tracking challenges letter groups are moving across the screen

43 Jump Start Typing

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45 Mavis Beacon Teaches Typing Graphic demonstrates proper finger movement Punctuation, capitals, underline, dash and quotation marks taught in the middle of a letter sequence instead of their normal position in writing Many words are long and difficult to spell interferes with development of quick motor patterns from common letter patterns

46 Mavis Beacon Teaches Typing

47 Mavis Beacon Teaches Typing Begins with home row. Progresses through other letters without anchoring to the home row letters. Uses nonsense combinations of letters for practice when teaching a letter. Does not move quickly to real words Many awkward combinations that interfere with the development of motor patterns in the beginning of the lesson. Program has extensive practice once basic lessons are completed.

48 Mavis Beacon Teaches Typing

49 Mavis Beacon Teaches Typing Data: Student Feedback

50 Mavis Beacon Teaches Typing Class Data for Teacher

51 Mavis Beacon Teaches Typing Games Large assortment of challenging games. focus on accuracy speed and accuracy. word patterns. challenges too much visual distraction words were too small and moved across the screen some require visual tracking of moving letters or words

52 Mavis Beacon Teaches Typing

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54 Type to Learn Lessons Begin with home row Nice graphics Emphasize finger position and movement Each lesson reviews the home row and previous letters Connects every new letter with the home row key Teaches all the letters for one finger before moving on

55 Type to Learn

56 Type to Learn Practice with real words begins right after initial introduction of new letter Gives accuracy stats after each row of typing Stats on speed begins once half the letters have been introduced Errorless learning Cued with letter name spoken and error highlighted in red Detailed reporting accuracy and speed on each lesson

57 Type to Learn

58 Type to Learn Games Five games Letters are presented in relationship to the hand used Letters are always stationary Historical facts given as game is completed Dictation Games may be less engaging than some programs

59 Type to Learn

60 Online Keyboarding Programs Computer Circus Typing Custom Typing Dance Mat Typing Good Typing Senselang Typing Jr. School Edition Word Wacker

61 Circus Typing

62 Computer Circus Very basic program Directions are in text format- no auditory support Nice color diagram for finger placement Navigation is confusing Letters are small and at the bottom of the screen

63 Circus Typing

64 Computer Circus Introduces entire home row in first lesson Upper and Lower row letters are taught with no connection to home row letters Capital letters taught in middle of letter sequence No games No error sound

65 Custom Typing

66 Custom Typing Lesson focus on teaching all the letters for one finger. Linked strongly to the home row Auditory cues as well as visual for errors Has animated game coach for students needing auditory support Detailed statistics available

67 Custom Typing

68 Custom Typing- Statistics

69 Custom Typing Two games available, more are being developed Soccer game Trivial Challenge Interesting text to type after basic skills are mastered

70 Custom Typing

71 Custom Typing

72 Custom Typing Practice Text

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74 Dance Mat Typing Great auditory support Lots of engaging features Animal characters give instructions and encouragement in various accents Teaches letters in logical sequence connecting to home row letters Moves to practice with real words quickly

75 Dance Mat Typing

76 Dance Mat Typing Cued for error both visually and auditorially Accents of characters may be difficult for some children to understand Great graphics Reward at the end of session character dances Only record- list of high scores

77 Dance Mat Typing

78 Typing Pal School Edition

79 Typing Pal Jr. School Edition Instructions in text format no auditory support Letters taught without connection to home row letters Feedback on accuracy and speed at the end of each lesson Moves to real word practice quickly Capital letters taught in the middle of letter sequence

80 Typing Pal One game available

81 Typing Pal School Edition Statistics

82 In Conclusion Research suggests: Keyboarding instruction is important for efficient word processing Programs should support the development of motor patterns Goal of a functional typist is to develop automatic activation of the keys without thought to their location Students who type as fast as they write have better output when they use word processing

83 Conclusion More research is needed Determine amount of time for children at various ages to become functional typists What is the impact on writing skills if children become functional typists in elementary school When is it most efficient to introduce the skill Functional typing speeds for each age group Comparison of keyboarding instruction techniques

84 Something to Think About If keyboarding is not taught in school Increase in the digital divide Student whose parents spend the time and money to help their children acquire the skill will have the advantage in school, testing, employment We will not see if the ease of editing can eventually improve our writing in both disabled and non-disabled students