Voice recognition technology is rapidly being improved. It will not replace keyboarding, but it will change the way keyboarding is taught. (SK)

The author discusses considerations in selecting microcomputers and printers for keyboarding instruction. (CH)

Focuses on modifications in keyboarding and computer classes for those with visual and muscular impairments. (JOW)

The author explains how to develop modules that let keyboarding students work at their own pace and receive adequate practice on their weaknesses after they have mastered basic keyboarding skills. (CH)

Use of digraphs (pairs of letters representing single speech sounds) in keyboarding is facilitated by computer technology allowing analysis of speed between keystrokes. New software programs provide a way to develop keyboarding speed. (SK)

A survey of 1,000 business professionals received 527 replies concerning the importance of good keyboarding skills. Respondents recommended that keyboarding instruction begin in elementary school and that schools of business should consider establishing keyboarding training sessions within companies. (JOW)

This article provides information about teaching keyboarding as a one-week course. Before discussing the results of the one-week course, however, the differences between keyboarding and typewriting are addressed, as well as the appropriate content of a true keyboarding course. (CT)

Consists of five articles on the preparation of business education teachers. Topics include (1) a model computer institute for teachers, (2) keyboarding instruction, (3) keyboarding for prospective managers, (4) formatting procedures, and (5) attendance at professional meetings. (CH)

Students, parents, administrators, and teachers must become convinced that keyboarding is an important skill and should remain a major component in the business education curriculum. (Author)

Business education teachers have the background and knowledge to teach keyboarding basics to elementary school students, who need these skills for using microcomputers. (SK)

Discusses the differences between teaching keyboarding to elementary students and secondary students. Offers suggestions to business education teachers making the transition to elementary students. (JOW)

The author describes experiences with teaching keyboarding skills to low-vision students at the postsecondary level. Emphasis is placed on skill development and evaluation methods. (CH)

The author provides 30 questions that teachers or instructional materials selectors should consider when choosing keyboarding courseware for classroom use. (CH)

This article provides guidelines for teachers who have limited computer experience and find themselves faced with establishing a computer typewriting/keyboarding course. (JOW)

Describes a keyboarding course based on the Donnelly method. The course was taught on a community college campus to children ages 8 to 13. (CH)