INTRODUCTION - University of Missouri



ACTION RESEARCH

CARRIE HARDIN, JACKIE HALLER, KATHRYN HULINGS

SECTION I

A. INTRODUCTION

The days of “typing classes” in high school are gone. Today’s students require computer skills almost from day one in the classroom. When is it appropriate to start teaching keyboarding? Is there a time that is too soon or too late?

Keyboarding is the basic skill needed to effectively use technology in school, career, and life. School districts are unsure about how and when to teach it, and as a result there are many different outcomes and practices:

1. In one district, keyboarding is currently taught for 40 min. a week in 4th grade only. There is no reinforcement in later years, so students do not maintain their skills.

2. Two high school level keyboarding classes are required in another district. By this point in time, students have already developed bad habits and changing those habits is more difficult.

While these situations fall at opposite ends of the academic spectrum, they both demonstrate the need for examination of the situation more closely.

B. AREA OF FOCUS STATEMENT

High school is too late to start keyboarding skills.

C. RESEARCH QUESTIONS

When is the appropriate age to start keyboarding?

D. RELATED LITERATURE

The article by Gary Hopkins highlights differing views concerning the age students should be taught keyboarding skills and which skills are important to emphasize. Much of the research states that keyboarding instruction should begin around grade four for optimal skill development. By waiting until fourth grade, students have the motor coordination necessary for keyboarding, and they likely have well-developed handwriting skills. These are two important prerequisites for student success. Hopkins also provides some alternative views, including Vic Jaras, the technology coordinator for the Battle Creek Michigan Schools, who states that keyboarding should be started in early (K-3) elementary and combined with letter-recognition and hand-eye coordination. Though Hopkins provides these differing points of view, he also includes some important information regarding the components of effective keyboarding instruction. Most educators agree that two of the most difficult aspects of teaching keyboarding include getting students to look at the screen, rather than their hands, and grading scales for student performance. The focus of early instruction, no matter what grade students are in should be the following: “sitting up; having feet in front, on the floor; looking up more than down; and using the home row keys,” (Hopkins). Grading scales varied and were based on speed, accuracy, and technique.

Margaret Erthal’s article focuses mainly on who should teach keyboarding and when it should be taught. She explains the psychomotor skills necessary for students to successfully keyboard including eye-hand coordination and fine motor coordination. According to Erthal, students below fifth grade “do not typically possess the dexterity and hand size to manipulate the keys effectively,) (Erthal). The 1992 Elementary/Middle School Keyboarding Strategies Guide suggests that students start keyboarding instruction between the ages of ten and twelve. Prior to this formal instruction, Erthal believes that students should have exposure to the keyboard, using one finger for single-keystrokes (the example given is using the “Y” key for Yes and “N” key for No). Once instruction is begun in fifth grade, there should be reinforcement continuing through the later grades, to ensure that students are prepared for information retrieval and word processing, (Erthal). Erthal’s research states that elementary and business teachers should work together on keyboarding instruction for optimal results, with students receiving reinforcement throughout their school years.

There is an abundance of literature pronouncing the need for proper keyboarding skills in today’s computer-laced education. The when and how the instruction in those proper skills takes place is the basis for much discussion and debate.

Few argue that it is hard to break bad habits. Therefore, early instruction is essential to deter the development of those habits. It is important that the instruction presents skills and methods that are age appropriate. Correct keyboarding techniques can and should be taught. "In first grade," Marie added, "the children may start by typing their name -- letters they know very well and now need to find in the strange land of QWERTY. Children are encouraged to use two hands -- to use the left hand for the letters on the left and the right hand for the letters on the right. The keyboard is really not designed for accurate use of typing skills by young hands, however. By middle school, the children have the pinkie reach needed." (Starr)

Failing to provide correct skill development will often lead to problems at the higher grades. “Keyboarding is an important psychomotor skill that all students need to learn, but that fact is not being recognized. You have no idea how hard it is to retrain students coming to us at the high school level with poor technique. As a result, many students will never be good at composing straight to the computer because they can't take their eyes off the keyboard and keep them on the monitor or text!”(Starr) Research is showing that it is not just ‘introducing’ the keyboard that fosters productive use of the computer. It is introducing the keyboard in an age appropriate, consistent, timely, manner. (Starr)

Typing should be a tool used to increase productivity. To do this a person must attain a typing speed of about 40 WPM. This obviously is not possible for young students and even some secondary students. With proper instruction, however, speed increases consistently over time. (Zeitz) It is time to move keyboarding instruction from the high school into the elementary school. The high school program should become an advanced application course. Moving instruction to the earlier grades promotes the development of skills sufficient enough to allow composition and editing on the computer. This is much more efficient than paper. (Zeitz) It is not necessary to reach the 40 WPM goal to attain greater efficiency. “They (students) should be provided with the basics of keyboarding and then learn to type faster than they can write (typically 11 wpm). This will allow them to have an efficient way to enter their thoughts and writings into a dynamic electronic format. Editing and revising are necessary for improving writing and are much easier to do in a word processor than on paper.”(Zeitz)

Since the 1930s research has been done to determine if younger children can “type.” “Business educators have known since the early 1930s that elementary school students can learn to type (keyboard). Not only can elementary students learn to type, but also those who do type improve their language arts skills. This information was provided in a landmark study by Wood and Freeman, reported in 1931, as well as a later study conducted by Erickson in 1959. We know that elementary students have finger dexterity, as evidenced by the fact that elementary students can learn to play the piano quite well.”(Bartholome) It appears then that there are other benefits to keyboarding skills than just productivity. As the educational benefits of using computers to compose are becoming more widely accepted, belief in the need for proper skills development should grow. There is still some controversy as to what is the appropriate age to begin keyboarding. “Some researchers suggest that fifth grade is the ideal time. However, the fifth grade may be too late because there may be too many bad habits already engrained. Therefore, it appears that when students start to use microcomputers to type words and sentences, they should be taught keyboarding.”(Bartholome) Proper keyboarding begins and ends with technique. Those who teach this technique must themselves be taught the “how-to and when” of teaching the skills. (Bartholome) Many guidelines and aids are available to aid the keyboarding and the classroom teachers in enhancing their teaching of these valuable skills. (Bartholome)

After their own research and studies, Saskatchewan Education formulated recommendations for keyboard instruction. General recommendations focus on when to introduce keyboarding. It is believed that students should learn the skills before they are actually required to use them, with reinforcement lessons conducted thereafter. Third grade is the optimum level for formal instruction. The students are capable of the finger movements and control required for success. Saskatchewan Education also addresses the placement and length of the course. They emphasize the idea that while there should be 20-25 hours of instruction per grade level, it is equally important for teachers to integrate keyboarding into other subject areas and lessons. (Saskatchewan Education)

Harriet Rogers conducted a keyboarding study in Wisconsin schools from 1993 to 2005. The findings of this study included recommendations for when to teach keyboarding. The elementary school was the most common location for the keyboarding classes. Over the twelve-year period, the 30-minute/week lessons moved to 3rd grade from 4th grade. Once the skills were learned, many districts encouraged reinforcement at subsequent grade levels. (Rogers)

E. DESCRIPTION OF INTERVENTION OR INNOVATION

The objective of the research is to determine the earliest age at which keyboarding can be introduced. We intend to examine the relevant factors that can affect keyboarding skills and abilities. Once students reach developmental milestones, such as coordination and fine motor skills, lessons may commence. There is no positive effect to delaying instruction. On the contrary, delayed instruction may lead to frustration and make the learning process more difficult.

SECTION II

A. OVERVIEW OF DATA COLLECTION STRATEGIES

We have decided on using a variety of measurement items for our plan. Surveys for the teachers and for the students will help to gain insight and information for the general school population. We will aim to gather data from at least 10% of the staff and student body. All information will be gathered anonymously, but a teacher will be designated in charge of distributing, moderating, and collecting surveys.

Teachers will also participate in an optional email interview in order to allow them more opportunity for feedback. We will also be implementing an observational checklist to aid teachers in focusing on the keyboarding skills students should be applying. Its simplistic nature will make it easy to use.

In addition to these methods, we will be conducting research into developmental theories and keyboarding basics. We will look for information from professionals in regards to determining age-appropriate expectations and setting goals.

B. DATA SOURCES

Student Survey- A survey will be given to a random sample of high school keyboarding students. The survey will determine the first use of keyboards at school and at home. It will establish the first exposure to keyboarding instruction. Data will also be gathered on the students current WPM. Finally, data on the high school students’ usefulness of their keyboarding skills as well as their perceived usefulness of their high school keyboarding class will be gathered from the survey.

Student Observation Checklist- Teachers will observe student behavior and skills during computer use. Information will be gathered regarding hand placement, posture, and overall fine motor skills.

Teacher Survey- Teachers will be given a survey where they report the frequency with which they use word processing programs (like MS Word) with their students; the average WPM (words per minute) that they see their students typing; student hand placement when keyboarding; and if teachers would be more likely to use MS Word if they felt students did a better job of keyboarding.

Interview- Direct input from teachers will be sought out through the email system. This will give teachers the chance to expound and share their opinions on when and how keyboarding needs to be introduced.

Research- We will gather data from other studies and experts regarding: words per minute ranges, age of developmental milestones, and relationships between instructional time and performance.

C. DATA ANALYSIS PLANS

Student Survey- The first 3 questions of the student survey will be compared for each student in the random sample. They will be analyzed, using paired data analysis, for a correlation between the initial uses of keyboards at home and at school. Those start times will be compared to the onset of school keyboarding instruction. Paired data will also be used to determine if a correlation exists between high school WPM and the onset of formal keyboarding instruction. The remaining questions will be analyzed for a correlation between early instruction and the students’ perceived usefulness of their skills. The final analysis will be the students’ perceived usefulness of high school keyboarding classes. A positive will be scored for all responses except “did not help at all.”

Student Observation Checklist- The data will be assembled by totaling results according to mastery levels/behaviors. Scores will be assigned to individual students ranging from 1 (minimal mastery) to 4 (full mastery). Eight observable fundamentals will be measured and the information will be combined to show overall student performance.

Teacher Survey—The data will be assembled by totaling results according to teacher beliefs regarding student-keyboarding skills. A matrix will be created so that the results will be easy to view and will show correspondence between perceived student keyboarding ability and teacher’s use of word processing programs.

Interview- The email correspondence will be treated as an interview. Information regarding keyboarding needs and requirements as observed by the classroom teachers will be noted. This input will be incorporated into a summary report identifying reoccurring elements.

Research- Data will be gathered and graphed regarding age level developmental skills, words per minute expectations, and instructional time recommendations. These statistics will then be examined to determine the most dominant and frequent result.

SECTION III

1. Input and assistance would be required from all of the teachers in the district would be involved- from kindergarten through high school. They would need to complete observation checklists when using computer with the students. Teachers would also need to share ideas, feedback and information through the email interview and teacher survey.

2. Approval would be required from the curriculum department and superintendent. The building principals would also need to be consulted in order to insure full cooperation from the staff.

3. The time needed would be six months. Four months would be spent collecting data and gathering research; the remaining two months would be divided between analyzing and interpreting the data.

4. Two months would be necessary to develop a recommendation plan that will be presented to the district.

5. The most important factor in an implementation plan would be teacher training. The district would need to provide professional development for the staff in order to prepare them for the changes and new expectations. It is possible that the recommendation plan may include adding a specialized keyboarding teacher to the district. If so, that would require approval of the Board of Education and availability of funds.

6. In order to monitor the program after the changes are implemented, the student observation checklist would become a regular measuring device used throughout the school year. In addition, the teacher and student surveys can be repeated on a yearly basis to point out any new concerns.

References

Bartholome, Lloyd (1998). Typewriting/Keyboarding Instruction in Elementary School. Retrieved August 1, 2007, from Utah K-12 Keyboarding Web site:

Erthal, Margaret (2002). Keyboarding Research. Retrieved August 1, 2007, from Utah K-12 Keyboarding Web site:

Hopkins, Gary (1998). Keyboarding Skills: When Should They Be Taught?. Retrieved August 1, 2007,

from Education World Web site:

Rodgers, Harriett (2005). Elementary Keyboarding Research. Retrieved August 1, 2007, from Research

Web site:

Saskatchewan, Education (1998). Recommendations. Retrieved August 1, 2007, from Saskatchewan

Education Elementary Keyboarding Guide Web site:

Starr, Linda (2005). Teaching Keyboarding -- When? Why? How? . Retrieved August 1, 2007, from Education World Web site:

Zeitz, Leigh (2006). Keyboarding Research and Resources. Retrieved August 1, 2007, from Department of Curriculum and Instruction, Northern Iowa University Web site:

APPENDICES

APPENDIX A.

LITERATURE MATRIX

APPENDIX B

DATA COLLECTION MATRIX

|Research Questions |Data Source |

| |1 |2 |3 |4 |

|1. What is a range of expected WPM |Teacher feedback |Research average WPM |Research attainable | |

|for a beginning typist? |survey |for age groups |and realistic WPM for | |

| | | |age groups. | |

|2. At what grade level do teachers |Teacher feedback |Email all elementary | | |

|start using word processing programs |survey |level teachers in the | | |

|in the classroom? | |district for input | | |

|3. At what age are children's fine |Student observation |Teacher feedback |Research fine motor | |

|motor skills developed? |checklist |survey |skills age | |

| | | |expectations | |

|4. Are there ramifications to |Interview |Student Survey |Observation checklist | |

|learning resulting from delayed | | |to compare students | |

|keyboarding skills? | | |with early instruction| |

| | | |vs. delayed. | |

APPENDIX C

DATA ANALYSIS MATRIX

|Data Collection Technique |Data Analysis Strategy |

| |1 |2 |3 |

|Teacher feedback survey |Determine current use of WP |Determine teacher observation|Determine if WP use in |

| |programs in classes |of student hand placement |classroom dependent on |

| | | |student’s keyboarding skills |

|Student observation checklist |Identify key body positions |Evaluate individual student |Collate data to determine |

| |and behaviors. |technique. |overall student mastery of |

| | | |technique. |

|Student Survey |Determine if students are |Determine if use of keyboards|Determine if there is a |

| |first exposed to keyboarding |and instruction in proper |correlation between early |

| |at school or at home. |technique is concurrent. |instruction and WPM and |

| | | |perceived usefulness at the |

| | | |HS level. |

|Research |Determine age levels for |Determine average WPM |Determine the relationship |

| |development of fine motor |expectations for beginning |between time spent teaching |

| |skills and coordination |keyboarding students. |keyboarding and improvement |

| |required for keyboarding. | |in WPM. |

|Interview |Collect information from |Identify what teachers see as| |

| |teachers regarding when they |keyboarding needs and | |

| |introduce word processing in |requirements. | |

| |the classroom. | | |

APPENDIX D:

INSTRUMENTS

Student Survey

(Given to HS sophomores, juniors, seniors)

1. How old were you when you started using a computer keyboard at home?

5 or younger? 6 to 10? 11 to 14? 15 or over?

2. What grade were you in when you started using a computer keyboard at school?

K-2 ? 3-4? 5-6? 7-8? 9 + ?

3. At what grade were you first instructed in proper keyboarding techniques?

K-2 ? 3-4? 5-6? 7-8? 9 + ?

4. How many words per minute do you type now? ______________

5. Is it faster to type your papers for school or to write them by hand? __________

6. If you had high school keyboarding instruction, how do you feel that instruction helped you complete assignments for other classes such as English or history?

Very helpful somewhat helpful did not help at all

Teacher Survey

Provide a survey for each grade level

1. Do you use word processing programs (i.e.—Microsoft Word) with your students?

*Yes *No

2. What is the average WPM (words per minute) of your students?

*1-10 *20-30 *40+

3. For the most part, do your students use appropriate (home row) hand placement on the keyboard, or do they hunt-and-peck?

*Home Row hand placement *Hunt-and-Peck

4. Would you be more likely to use word processing programs such as Microsoft Word, if your students had better keyboarding skills?

*Yes *Probably not

Explain:

5. Do you feel your students would benefit from keyboarding instruction at this grade level?

*Yes *No

Explain:

Student ________________________________________

Keyboarding Technique Checklist

| | | | | | | | | |

|Technique |Date |Date |Date |Date |Date |Date |Date |Date |

| | | | | | | | | |

| | | | | | | | | |

|Feet placed for balance | | | | | | | | |

| | | | | | | | | |

|Body centered to the “H” key with elbows at sides | | | | | | | | |

| | | | | | | | | |

|Sit up straight | | | | | | | | |

| | | | | | | | | |

|Curve fingers over the home keys | | | | | | | | |

| | | | | | | | | |

|Wrists off the keyboard | | | | | | | | |

| | | | | | | | | |

|Eyes on the printed copy | | | | | | | | |

| | | | | | | | | |

|Keys by touch with correct fingering | | | | | | | | |

| | | | | | | | | |

|Keys with a smooth rhythm | | | | | | | | |

| | | | |

|4 pts |= Mastery level technique |2 pts |= Partial Mastery level technique |

| | | | |

|3 pts |= Near Mastery level technique |1 pt |= Minimal Mastery level technique |

| | | | |

| | | | |

Comments ______________________________________________

Final Keyboarding Technique Rating _________________



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