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)

Describes results of a questionnaire concerning such questions as where is the first keyboarding/typing class taught, length of this class, what equipment is utilized, and what students in kindergarten through eighth grade are doing with microcomputers. The author then makes suggestions for improving the curriculum for keyboarding in elementary…

Considers the change in attitude about teaching keyboarding in the elementary school and outlines objectives for an inservice workshop to train elementary school teachers to teach keyboarding for computer literacy. (SK)

Describes keyboarding, i.e., entering information on electronic equipment through use of a typewriter-like keyboard, and briefly discusses when it should be taught, who should teach it, and what level of keyboarding efficiency is needed. (MBR)

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

Describes a course for casual keyboard users offered at Rockland Community College. Students learned keyboarding on the TRS-80 with microcomputer diskettes as the sole instructional material. (JOW)

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

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

Compared the ease and efficiency of the Qwerty and Dvorak keyboards by analyzing five popular lists on high frequency words to determine differences in fingering for the keyboards. Found that more high frequency words and more characters are typed on the Dvorak keyboard home row, and therefore children should be taught to use the Dvorak rather…

Indiana fourth graders received keyboarding instruction 30 minutes per day for 4 weeks with 30 minutes of daily practice thereafter. Comparison with their scores in the fifth grade revealed an increase in speed of nine words per minute. Accuracy did not change significantly. (SK)

A national survey of 753 elementary teachers found that only 13 percent (95) teach keyboarding, there is insufficient time for mastery of touch typing, access to equipment is limited, teachers do not have thorough knowledge of theory related to psychomotor skill development, and no formal evaluation is used. (SK)

Addresses issues concerning (computer) keyboarding instruction in an attempt to determine if the teaching of such skills to kindergarten and primary grade students should be considered a "must" in the early childhood curriculum or if such practices might have some drawbacks. (BB)

Discusses keyboarding strategies for elementary school students with learning disabilities using microcomputers. Describes a study that evaluated the efficacy of instruction in systematic scanning against a baseline of no instruction and students' current hunt-and-peck strategy. Repeated measures of typing rates showed no advantages of the…

Analysis of over 750 timed writings of postsecondary keyboarding students found speeds ranging from 39-49 gross words per minute. They left uncorrected one-half to three-quarters of an error per minute. Accuracy and speed standards representing realistic conditions using electronic equipment should now be developed. (SK)

Business educators can use microcomputers to incorporate the basics of computer literacy into their courses. These competencies include data and word processing, text editing, keyboarding, file organization, and basic mathematics. (SK)