This textbook is designed for a course in keyboarding for elementary students. It contains day-by-day lessons for the Phase I (the keyboard, basic function keys, technique and confidence) section of the course, which lasts for six weeks. Technique, drills, reviews, and practice activities are included. The keyboard is illustrated with line…

This guide is intended to assist persons developing a keyboarding curriculum for use with students in grades 1 through 8. The relevance of teaching keyboarding at the elementary level is discussed. Steps in separate plans for teaching keyboarding in grades K-2, 3-6, and 7-8 are outlined. A checklist for planning a keyboarding program and a list of…

Developed through a cooperative effort of many teachers and researchers, this guide is intended to supplement existing elementary and middle school materials on keyboarding. The guide contains sections that are designed for stand-alone use. Topics cover a wide range of strategies, including teaching special needs students. The U.S. Postal Service…

Presents five articles that consider computer keyboarding instruction at the elementary school level. Highlights include keyboard familiarization techniques that do not require a computer; integrating keyboarding skills into the rest of the curriculum; and Type-Right, an inexpensive laptop computer dedicated to teaching keyboarding. (LRW)

Argues that an alphabetic approach to keyboarding with a high quality talking text is the best way to provide effective training in computer keyboarding skills for elementary school students. (SR)

A study described the instructional practices and perceptions of K-8 keyboarding instructors in Pennsylvania public schools regarding keyboarding practices. Surveys were sent to 501 school districts, with responses from 416 (83 percent). The surveys contained 19 questions that provided descriptive information about instructional practices and 17…

In response to the New York State Board of Regents Action Plan relating to computer keyboarding skills, this guide is designed to help elementary school staff understand aspects of keyboarding and develop this important basic skill in their students. The three-part presentation begins with a discussion of the benefits of using computers in English…

Discusses benefits of keyboarding instruction for elementary school students, emphasizing the integration of keyboarding with language arts instruction. Traditional typing and computer-assisted instruction are discussed, six software packages for adapting keyboarding instruction to the classroom are reviewed, and suggestions for software selection…

This package contains four components designed to help elementary or business education teachers teach keyboarding to elementary students. The keyboarding program described in these materials consists of three phases: Phase I--learn the keyboard, basic function keys, technique and confidence; Phase II--review the keyboard and technique, language…

Describes computer programs that effectively teach keyboarding skills to elementary school students. (MM)

Summarizes research findings on keyboarding instruction. Makes suggestions for teachers and administrative decision-makers regarding age for starting instruction, performance criteria, student attitudes, and other issues related to keyboarding instruction. (MM)

Discusses the pros and cons of teaching touch keyboarding in elementary schools. Indicates that business teachers favor it to prevent development of inefficient keyboarding habits, and elementary teachers argue that it conflicts with whole-language theory and developmental appropriateness. (JOW)

This master's research project gathered information to be used in the production of curriculum resources to support the teaching of touch-keyboarding in upper elementary classrooms. The project was undertaken on the premise that portable keyboards permit and necessitate a shift in instructional routines to foster student mastery of…

This study identified how elementary teachers use microcomputers in the classroom and how they perceive their role and needs in teaching keyboarding. A majority believe students should be taught the touch method; about half favor team teaching of keyboarding by business and elementary teachers. (JOW)

A learning style inventory and keyboarding pre/posttest administered to 48 fourth graders showed persistence to be the only learning style factor related to achievement. Pretest score was related to final achievement, indicating that natural kinesthetic ability may affect keyboarding speed. (SK)