Mastering the keyboard: Making the most of Typequick ...



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Mastering the keyboard: A Best Practice Guide to Making the most of Typequick Professional and Typequick for Students

Contents Page

1. Introduction 2

2. Getting started 2

3. Maintaining progress 5

4. The Benefits to students and Schools from touch-typing 5

5. FAQs 7

6. Contact Details 8

Mastering the keyboard: A Best Practice Guide to Making the most of Typequick Professional and Typequick for Students

1. Introduction

1.1 This Guide is intended to help administrators and tutors to achieve the best possible results from their investment in the Typequick courseware. It builds on the years of experience which Type&Test Ltd. has developed in understanding both what works well, and what pitfalls to avoid, when using the learning materials.

1.2 The aim of learning to touch-type is to attain mastery of the keyboard, so that the student can type with all their fingers and without looking down at the keys. The Typequick Professional and Typequick for Students courseware programs are designed to facilitate this process in a logical, structured manner.

2. Getting started

2.1 Motivation, induction sessions and goal-setting

2.1.1 There is no substitute for the individual student’s self-motivation to undertake the course and get the best out of it. Experience shows that in the past, some students have dipped into the course, tried a lesson part or two, and then gone no further. This represents a poor use of scarce resources, and a significant missed opportunity for the student. Therefore, it is a good idea to begin with an induction session which sets some simple objectives.

2.1.2 The induction should include confirmation that the students are able to log on to the course successfully, and ensure that they have gone through the introductory advice on posture, but its primary purpose should be to clarify how the course is to be used, to set objectives and to discuss the level of commitment the student needs to make if they are going to get the desired results. The ‘Student Guide’, available behind the ‘documents’ tab on the courseware log-in page is key at the induction stage and students should be encouraged to read it and use it to set their own goals.

To access the Typequick for Students Student Guide, click here.

To access the Typequick Professional Student Guide, click here.

2.1.3 Teachers can set a target date by which they expect all students to have completed a certain number of lessons, and this can be checked via the progress data which is automatically saved in the Administration System as the student works through the course. The progress can then be reviewed, and new goals set as appropriate.

2.1.4 One way to encourage students at the outset is to get them to visualize the end result of the course. What will it be like to be able to touch-type with all ten fingers and without looking down at the keyboard? How much time will they be able to save in producing written work? How easily will they be able to get their ideas down without worrying about the mechanics of data entry?

2.2 How much time and how often?

2.2.1 “Little and often” is the best approach, as regular use of the courseware is essential in order to develop the “muscle memory” of the student and to reinforce their commitment to the course.

2.2.2 Establishing the finger positions on the keyboard, founded on the “home keys”, is the essential foundation on which the remainder of the course rests. Ideally, therefore, students should work through the ‘Basic Keyboard Lessons’ first, for between 15 to 30 minutes on most days of the week over the first period of 4 to 6 weeks.

2.2.3 It is particularly important that students should be encouraged to work through the course in its correct sequence of lessons. There is a temptation for younger students in particular to explore the speed and accuracy lessons in the later parts of the course before they have completed the Basic Keyboard Lessons. This is perhaps understandable, but should be avoided. One of the likely reasons for students failing to complete the course may be that, once they realise they cannot yet touch-type after trying to go too far into the course too soon, they become discouraged and lose motivation.

2.2.4 Too much repetition of the Basic Keyboard Lessons should also be avoided, otherwise the student can feel bored; perfection is not the aim from these lessons, which are designed to provide a sound foundation of finger positioning. Speed and accuracy are developed later through the remainder of the course, with the results dependent on the amount of practice that the student puts in.

2.3 Approaches to studying touch-typing

1) Formal lessons

A specific lesson, perhaps once a week, will provide a controlled environment for studying the course, but in itself will not provide the recommended “little and often” use of the lessons. If this approach is adopted, further informal study should be encouraged, if possible, between lessons, either in school, at home or elsewhere. The web-hosted nature of the courseware provides the flexibility to log on to the courseware wherever a suitable computer with a broadband Internet connection is available.

2) As part of a lesson

Where possible, a session of perhaps 15 minutes can be incorporated at the end of a lesson. In this case, additional regular practise will be required.

3) After-school or lunchtime clubs

These can provide a regular opportunity for students to practise.

4) Study at home or elsewhere

This option can be used, where possible, instead of formal lessons where these cannot be provided within the curriculum, or for additional practise. The automatic recording of data from each completed lesson means that teachers can monitor students’ progress remotely.

5) Two-day intensive course

A programme for a two-day intensive course is available. This has sometimes been used by schools to teach touch-typing at a Summer School or at the end of a term. Such courses can also be used to teach parents or other members of the community. This approach is not recommended for younger children but has been known to be effective for older ones – e.g., Sixth Formers. (If you are interested in this concept, please contact Type&Test for advice and a copy of the course outline and program).

3. Maintaining progress

3.1 Providing encouragement and incentives

3.1.1 Students’ self-motivation and commitment to learning to touch-type is essential, but appropriate external encouragement and support can also be very helpful.

3.1.2 An element of positive competition and associated peer pressure can be introduced in review sessions in class, with the student who has attained the best typing speed and accuracy at selected points in the course being congratulated.

3.1.3 If appropriate, consideration can be given to offering a small prize at these stages, or, if the school operates a “house points” system, to including the best typing results in this.

3.1.4 In cases where students are using the courseware at home, parents or guardians can be invited to provide encouragement and support too.

3.1.5. Type&Test can provide certificates in PDF form and Typequick Trophies are available for purchase – please contact Type&Test if you would like any of these resources.

3.1.6. Type&Test has worked closely with BCS – the Chartered Institute for IT – in establishing a national qualification in touch-typing called ‘e-type’. This is a Level 1 and Level 2 qualification that attracts school Performance Points. The opportunity to aim for a recognised qualification can aid student motivation. A BCS e-type certificate will be of long-term value as an addition to the student’s CV. For further information please contact Type&Test.

4. The Benefits to students and Schools from touch-typing

4.1 Benefits to students of learning to touch-type

4.1.1 Most pupils are now expected to use a computer with increasing regularity, for coursework assignments and Internet-based research. Computers are being used for ‘controlled assessments’ taken in class, and even for the delivery of some exams, a development which is likely to be expanded further in the future. Students who are unable to touch-type may therefore be considerably disadvantaged in these situations, as they will potentially have to focus on the mechanics of entering text, no doubt slowly and inaccurately, to the detriment of demonstrating their knowledge and arguments, in the limited time available.

4.1.2 By learning to type quickly and accurately, pupils will be able to:

• complete work faster and more efficiently (typically at twice the speed of hand-writing)

• work on computers with greater confidence

• improve their posture

• potentially, if the School opts to make the extra investment, take e-type exams which can lead to successful candidates gaining a certificate at Level 1 or Level 2 from BCS – The Chartered Institute for IT.

4.1.3 Typing also helps with spelling.

4.1.4 Touch-typing is a vital, transferrable skill to have for the future when a pupil enters further education and the world of employment.

4.2 Benefits for Schools of students being able to touch-type

4.2.1 Schools have often made significant investments in IT suites and computer hardware, but often haven’t achieved the full value of their investment, that of enabling their students to use the computer keyboard efficiently by teaching them to touch-type.

4.2.2 Other key benefits for Schools include:

• enhanced student satisfaction at being able to complete coursework faster and more efficiently

• potentially improved results in controlled assessments and computer-based exams, where applicable

• the opportunity for Type-Net members to exchange best practice tips and ideas with others in the online community of Schools teaching touch-typing

• enabling students to acquire a key skill for study and ultimately employment, as part of the School’s wider pedagogic mission

• If the School opts for its touch-typing students to sit e-type exams from BCS – The Chartered Institute for IT, the opportunity for successful candidates to earn league table Performance Points.

• Type-Net member Schools will benefit from discounted rates when purchasing e-type exams

• the opportunity to generate income by selling touch-typing courseware licences to parents.

4.3 Benefits to staff of learning to touch-type

4.3.1 Staff can benefit from learning to touch-type, both in their professional role and as individuals.

• by being able to touch-type, staff will be able to appreciate the value of typing

• they will also be better able to support students who are learning to touch-type

• when they are able to touch-type, staff will find they are able to prepare lesson plans, write reports and deal with e-mail communications much more quickly and efficiently.

5. FAQs

5.1 What is the best way to introduce students to Typequick courseware?

• Hold an initial induction session to ensure that students can log on to the course, understand the instructions about posture, and know how to navigate around the program

• encourage students to visualise what it will be like to be able to touch-type

• emphasise that students should approach the course in its correct sequence

• set achievable targets for progress through the course, and review progress to ensure that these are met

5.2 How can students best be motivated to work through the course?

• Commitment can be encouraged by incentives such as small prizes, competitions, award of house points where appropriate

5.3 What should the teacher’s first priority be to ensure students’ success?

• The first essential should be to make sure that the students complete the Basic Keyboard Lessons so that a firm grounding in the correct finger positions on the keyboard is gained. Typing speed and accuracy can be built through the rest of the course

5.4 How often should students use the courseware?

• Students should ideally spend between 15 and 30 minutes working on the course on most days of the week over a period of 4 to 6 weeks in order to build a solid foundation of correct finger positioning on the keyboard

5.5 What approaches to studying the course can be adopted?

• Dedicated typing lessons, probably supported by self-study

• Regular typing sessions as part of another lesson

• Lunch-time or after school clubs

• Study at home or elsewhere

• 2-day intensive courses

5.6 What should students be advised to avoid when studying the Typequick course?

• Looking down at the keyboard

• Too much repetition of the Basic Keyboard Lessons

• Straying from the logical structure of the course by dipping into later Courses before they have mastered the finger positions

6. Contact Details

6.1. If you would like more information about Typequick for Students, Typequick Professional or the points made in this Guide, then please contact Type&Test Ltd as follows:-

• Type&Test Ltd, Great Skerrygill, South Stainmore, Kirkby Stephen, CA17 4DJ

• Telephone 01768 342821

• Email enquiries@

• Web site

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