This link has been bookmarked by 33 people . It was first bookmarked on 24 Mar 2008, by Ryan Bretag.
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15 Dec 12
tasha cowdyAncient History - Keyboarding via @garystager - I always struggle with the dialogue around teaching 'keyboarding' http://t.co/yPMuKX3B
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thenderson99Ancient History - Keyboarding via @garystager - I always struggle with the dialogue around teaching 'keyboarding' http://t.co/yPMuKX3B
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14 Dec 12
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08 May 12
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Given the heavy demands on teaching time in elementary schools, the relatively low level of typing skill needed to facilitate word processing and other computer activity, and the students' ability to increase typing proficiency through continued computer use, Wetzel recommended a limited keyboarding program to accomplish a typing speed of 10 wpm in a relatively short period of time.
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In a later paper, Wetzel (1987) modified these recommendations to take into account differing amounts of computer usage. If students regularly use computers at least two hours per week, Wetzel feels that they will get enough practice to sustain typing skills, justifying a 20 to 30 hour period of initial instruction in touch typing.
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Stoecker (1988) developed a touch typing program of instruction designed for use by elementary school teachers. After a four week course, 20 sessions of 30 minutes each, fifth and sixth graders achieved typing rates of about 12 wpm.
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Like Stoecker, Balajthy recommends teacher- keyboarding instruction using a word processor rather than use of a software-based tutorial. Balajthy (1987) cautions that unless students have significant amounts of ongoing typing or word processing activity, touch typing instruction is a waste of time because skills will deteriorate rapidly.
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In contrast, Mikkelson and Gerlach (1988) performed acontrolled study in which third to sixth graders worked with a computer typing tutorial. Half of the students were supervised and encouraged to use proper touch typing form; the other half were observed but not supervised. The results were surprising--both groups made similar progress in typing skill, and there was no difference between groups in propensity to use correct touch typing techniques.
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By insisting on touch typing, are we training for the last century instead of for the next?
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Touch typing courses can be recommended when computers are fully integrated into the language arts curriculum and when students regularly have at least two hours of individual computer time per week. In this type of environment, the initial touch typing instruction should occur at the time when students will first become involved with computers on a regular basis.
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In situations where students make more limited use of computers, the evidence at hand suggests that a program of keyboard familiarization is sufficient to provide adequate keyboarding skills to support word processing and other uses of computers in elementary schools.
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19 May 11
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27 Feb 11
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09 Feb 11
soberle"In 1989, a great friend, colleague and pioneer in educational computing, Steve Shuller, authored the following literature review. Steve was Director of Outreach at Bank Street College during its microcomputer heyday, co-created New Jersey's Network for Action in Microcomputer Education (N.A.M.E., now NJECC) and was a Director of the IBM Model Schools Project. Shortly before his untimely death Steve prepared this literature review for the Scarsdale, NY Public Schools, hoping that it would contribute to the end of tiresome discussions regarding keyboarding instruction.
Steve would be horrified that this trivial issue lives on in a field that has matured little in the past fourteen years. I share his work with you as a public service and in loving memory of a great educator.
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14 Jan 11
Gina Loveless22 years ago, an esteemed colleague wrote a literature review hoping to end the "keyboarding" instruction issue - http://bit.ly/eUQ8dG
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07 Dec 10
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06 Dec 10
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Danny Silva22 years ago, an esteemed colleague wrote a literature review hoping to end the "keyboarding" instruction issue - http://bit.ly/eUQ8dG
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05 Dec 10
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28 May 10
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15 Nov 09
Kim GeorgeSteve was Director of Outreach at Bank Street College during its microcomputer heyday, co-created New Jersey's Network for Action in Microcomputer Education (N.A.M.E., now NJECC) and was a Director of the IBM Model Schools Project. Shortly before his unti
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