Saturday, November 14, 2009
KEYBOARD SOFTWARE
The role that software plays can enhance keyboarding skills. However, software cannot take the place of a qualified teacher. Many popular keyboarding software packages violate psychomotor skill development. The complexity of teaching keyboarding requires an extensive and extremely well-written software program. No software program has been shown to be superior to capable, live keyboarding instruction. Software programs serve well for drill, remediation, enrichment practice, as well as adding variety to keyboarding instruction. Software cannot be programmed to see, to hear, or to feel the keyboarding instructional needs of the student. On the horizon is speaker and dictation software. While this software has been technologically feasible for some time, the cost is prohibitive and the accuracy is questionable.
WHO SHOULD TEACH KEYBOARDING SKILLS...
A knowledgeable teacher is needed to help students develop appropriate techniques, as well as provide motivation and reinforcement. However, business teachers must understand the methodology of teaching elementary students, and elementary teachers must understand psychomotor skill development. When first learning to touch type, students need about 30 hours of keyboarding instruction to acquire the ability to use the correct fingers.Oftentimes, elementary keyboarding instruction is limited to 10 or fewer hours and the result is poor or no keying skills. Instruction can be supplied by elementary teachers who have taken a keyboarding methods class, a business education teacher with elementary learning methods, or a combination of business education and elementary education teachers.
WHEN TO TEACH KEYBOARDING SKILLS...
Students below the third grade, typically, does not possess the dexterity and hand size to manipulate the keys effectively. The suggested age for effective keyboard instruction is 10 to 12 years of age (Elementary/Middle School Keyboarding Strategies Guide, 1992).Children in grades four to six gradually exhibit greater smoothness and command of small-muscle expression, which is reflected in better coordination in activities (Prigge and Braathen, 1993). Correct keying should be used and reinforced from the beginning. Students should use the right index finger to key "Y" for yes and "N" for no; the right little finger to enter; the right thumb for the spacebar; and the mouse to point and click. Students need formal instruction to acquire keyboarding skills using the touch system before they use the computer for more than simple, single-key responses. Once students complete the initial keyboarding instruction, reinforcement activities are necessary. Keyboarding skills improve little or abate without consistent reinforcement (Elementary/Middle School Keyboarding Strategies Guide, 1992). If correct techniques are taught with initial computer use and progressively added each year, the level of keyboarding ability is continually strengthened (Davidson and Kochmann, 1996).A plan needs to be in place to assure the continuous development of keyboarding skills after the initial keyboarding instruction (Sormunen, 1991). Texas, Minnesota, New York, and Virginia have mandated keyboarding classes along with instruction time, speed, and accuracy standards. Keyboarding instruction begins from grade five and continues on to later grades. The goal is to prepare students for information retrieval and word processing (Nieman, 1996).
KEYBOARDING SKILLS...
Keyboarding is the manipulation of the computer keyboard by touch. Performance expectations described in the National Standards for Business Education include students' ability to:
• Develop touch keyboarding techniques...
• Enter and manipulate numeric data using the touch method on a 10-key keypad...
• Develop touch keyboarding skills at acceptable speed and accuracy levels...
Keyboarding is a psychomotor skill and resembles playing a musical instrument such as the piano: the fine motor muscles must respond to the brain's instructions. Eye-hand coordination is necessary for the fine motor muscles to locate and strike a key or ivory. Sound pedagogical procedures are inherent in learning and becoming proficient at touch keyboarding (Erthal, 1996). Various groups have suggested that keyboard learning should be taught prior to using a computer, especially since students need formal instruction to acquire keyboarding skills using the touch system (Prigge and Braathen, 1993; Nieman, 1996).Benefits of acquiring keyboarding skills include the enhanced use of time and effective use of computers (Elementary/Middle School Keyboarding Strategies Guide, 1992). Everyone who will use computers needs to develop "touch" keyboarding skills. The emphasis is on the skill of entering alphanumeric data for the primary purposes of obtaining, processing, or communicating information (Schmidt, 1985).Research shows that children with keying skills are able to compose faster, are prouder of their work, produce documents with a neater appearance, have better motivation and demonstrate improved language arts skills (Nieman, 1996).
• Develop touch keyboarding techniques...
• Enter and manipulate numeric data using the touch method on a 10-key keypad...
• Develop touch keyboarding skills at acceptable speed and accuracy levels...
Keyboarding is a psychomotor skill and resembles playing a musical instrument such as the piano: the fine motor muscles must respond to the brain's instructions. Eye-hand coordination is necessary for the fine motor muscles to locate and strike a key or ivory. Sound pedagogical procedures are inherent in learning and becoming proficient at touch keyboarding (Erthal, 1996). Various groups have suggested that keyboard learning should be taught prior to using a computer, especially since students need formal instruction to acquire keyboarding skills using the touch system (Prigge and Braathen, 1993; Nieman, 1996).Benefits of acquiring keyboarding skills include the enhanced use of time and effective use of computers (Elementary/Middle School Keyboarding Strategies Guide, 1992). Everyone who will use computers needs to develop "touch" keyboarding skills. The emphasis is on the skill of entering alphanumeric data for the primary purposes of obtaining, processing, or communicating information (Schmidt, 1985).Research shows that children with keying skills are able to compose faster, are prouder of their work, produce documents with a neater appearance, have better motivation and demonstrate improved language arts skills (Nieman, 1996).
Disadvantages to using a word processor over using handwriting...
Computers may not always be accessible, and to rely or get used to one main method is limiting and dangerous. Katie Herrick states in her article Word Processing and its Effect on the Writing Process,
“Unfortunately, the overall quality of writing was not affected by the word processor. Some feel that using only word processing can limit students writing abilities. Students rely too much on a technology that is not always accessible.”
Printing and handwriting are very personal things, specific to each individual. A signature for example to and is apart of a person as much as much as their name is. To get away from the traditional method of writing takes away from the creativity and personal touch of the piece somehow.
It has been proven that when manipulating a pencil or pen, the left side of our brain is stimulated. This actually enhances such things as creativity and memory.
Many children have a hard time typing and it actually takes them longer to type than to print or hand write their work.
Teachers need to take time out to teach proper keyboarding skills, decide when to start, how much to teach it, etc. More time may actually be spent on the teaching of the tool rather than the actual use of it. In an article titled Word Processing and its Effect on the Writing Process by Katie Herrick, a teacher when interviewed stated,
“I often wish for a much smaller group of students so I can truly assist them in the writing process at the same time I am teaching them how to use the word processor. I also do not feel I give each student enough attention on how to edit documents efficiently.”
Some students don’t have access to computers at home, creating a disadvantage compared to those who do.
Extended use of the word processor can actually lead to physical problems such as carpal tunnel syndrome, tendentious...
It may be more difficult to have students switch in groups, take things home to edit or fix up...
Students may rely on spell check too often and don’t learn how or try to spell things properly....
Students rely on the dictionary and thesaurus tools and do not learn how to look things up in actual books with skill and efficiency....
The ease and temptation of cutting and pasting ideas or others words could lead to plagiarism. This also takes away from the student’s creativity and ability to put things in their own words.
If things are not saved in a few places, you run the risk of losing your work in the event of any “technical difficulties”.
“Creeping elegance” can come into play even word simple word processing assignments in terms of font type, size, color, adding pictures, spacing....
Some students complain that all the “blinks, beeps and clicks” or sounds and sights of the computer distract and annoy them!
A computer can not be carried around with you, unless each student has access to a laptop. This is limiting and does not allow for a “work anywhere or while on the go” possibility that pen and paper does.
Just as a painter is inspired by a particular surroundings, so might a young writer be. If you are retrained to work at the computer desk or in a lab, you have “artificial versus natural” settings.
Using the word processor may in fact encourage or help to produce more and longer stories because of there ability to save time, but the “quantity versus quality” issue then comes into play.
In an article titled “Word Processing: A Helpful Tool for Basic Writers” by Craig Etchison, a test was done. Students in the experimental section wrote their papers on computers with word-processing software, the writing tool they had been using all semester, while students in the control section wrote with pen and paper. The findings were that there was no significant difference in growth of writing quality across the semester between students using word-processing software on computers and students using handwriting. Etchison states,
“The word-processing software did however help encourage productive writing behaviors, including a willingness to produce text and a willingness to spend time working with text.”
So what do we do we as educators do with all this information? How do we decide when, where and how often to use the word processor as opposed to traditional handwriting? Perhaps simply being aware and reminded of the “pros and cons” can help to decide how to moderate it all. As Jane M. Healy writes in her book “Failure to Connect”,
“While some very exciting and potentially valuable things are happening between children and computers, we are currently spending far too much money with too little thought. It is past time to pause, reflect, and ask some probing questions.”
Reflecting and asking questions can be done in many ways. Asking questions of yourself about your objectives and methods, asking the students what they prefer or how they feel, discussing ideas with and questioning colleagues, reading books, attending workshops and much more can help in knowing how to use this seemingly basic tool appropriately. Healy also states,
“With thought, planning, and our own good sense, we should be able to develop young minds that are able to deal not only with future challenges not yet envisioned, but also with anything else that the digital revolution has up its hard drive.”
So whether it be the debate of word processing versus handwriting in the classroom or some other issue in the advancement of technology, a questioning, reflective teacher who will not be swept away in this world of change, is a good teacher.
“Unfortunately, the overall quality of writing was not affected by the word processor. Some feel that using only word processing can limit students writing abilities. Students rely too much on a technology that is not always accessible.”
Printing and handwriting are very personal things, specific to each individual. A signature for example to and is apart of a person as much as much as their name is. To get away from the traditional method of writing takes away from the creativity and personal touch of the piece somehow.
It has been proven that when manipulating a pencil or pen, the left side of our brain is stimulated. This actually enhances such things as creativity and memory.
Many children have a hard time typing and it actually takes them longer to type than to print or hand write their work.
Teachers need to take time out to teach proper keyboarding skills, decide when to start, how much to teach it, etc. More time may actually be spent on the teaching of the tool rather than the actual use of it. In an article titled Word Processing and its Effect on the Writing Process by Katie Herrick, a teacher when interviewed stated,
“I often wish for a much smaller group of students so I can truly assist them in the writing process at the same time I am teaching them how to use the word processor. I also do not feel I give each student enough attention on how to edit documents efficiently.”
Some students don’t have access to computers at home, creating a disadvantage compared to those who do.
Extended use of the word processor can actually lead to physical problems such as carpal tunnel syndrome, tendentious...
It may be more difficult to have students switch in groups, take things home to edit or fix up...
Students may rely on spell check too often and don’t learn how or try to spell things properly....
Students rely on the dictionary and thesaurus tools and do not learn how to look things up in actual books with skill and efficiency....
The ease and temptation of cutting and pasting ideas or others words could lead to plagiarism. This also takes away from the student’s creativity and ability to put things in their own words.
If things are not saved in a few places, you run the risk of losing your work in the event of any “technical difficulties”.
“Creeping elegance” can come into play even word simple word processing assignments in terms of font type, size, color, adding pictures, spacing....
Some students complain that all the “blinks, beeps and clicks” or sounds and sights of the computer distract and annoy them!
A computer can not be carried around with you, unless each student has access to a laptop. This is limiting and does not allow for a “work anywhere or while on the go” possibility that pen and paper does.
Just as a painter is inspired by a particular surroundings, so might a young writer be. If you are retrained to work at the computer desk or in a lab, you have “artificial versus natural” settings.
Using the word processor may in fact encourage or help to produce more and longer stories because of there ability to save time, but the “quantity versus quality” issue then comes into play.
In an article titled “Word Processing: A Helpful Tool for Basic Writers” by Craig Etchison, a test was done. Students in the experimental section wrote their papers on computers with word-processing software, the writing tool they had been using all semester, while students in the control section wrote with pen and paper. The findings were that there was no significant difference in growth of writing quality across the semester between students using word-processing software on computers and students using handwriting. Etchison states,
“The word-processing software did however help encourage productive writing behaviors, including a willingness to produce text and a willingness to spend time working with text.”
So what do we do we as educators do with all this information? How do we decide when, where and how often to use the word processor as opposed to traditional handwriting? Perhaps simply being aware and reminded of the “pros and cons” can help to decide how to moderate it all. As Jane M. Healy writes in her book “Failure to Connect”,
“While some very exciting and potentially valuable things are happening between children and computers, we are currently spending far too much money with too little thought. It is past time to pause, reflect, and ask some probing questions.”
Reflecting and asking questions can be done in many ways. Asking questions of yourself about your objectives and methods, asking the students what they prefer or how they feel, discussing ideas with and questioning colleagues, reading books, attending workshops and much more can help in knowing how to use this seemingly basic tool appropriately. Healy also states,
“With thought, planning, and our own good sense, we should be able to develop young minds that are able to deal not only with future challenges not yet envisioned, but also with anything else that the digital revolution has up its hard drive.”
So whether it be the debate of word processing versus handwriting in the classroom or some other issue in the advancement of technology, a questioning, reflective teacher who will not be swept away in this world of change, is a good teacher.
Educational Problems the Use of Word Processing Aims to Solve....
There are many obvious advantages to using a word processor over the traditional means of handwriting. As previously mentioned, children are exposed to a system or device they will most likely need to use often in higher grades, secondary education, or as adults. In other words, it prepares them for the future. It allows for more legible work, which in turn is easier for a teacher or peer to edit. Other advantages are as follows:
Children like to use the keyboard and computer. It is motivating for them as it is often seen as different or fun...
Work can be produced faster as some children can type well but struggle greatly with printing or cursive handwriting. An article titled LITERACY FOR THE NEXT GENERATION: Writing Without Handwriting by David Coniam Chinese University of Hong Kong feels strongly and states,
“Technology will reduce the agonies of "handwriting" and "penmanship", and composing will not be associated with punishment as often. "Writing" will include noise and pictures; fewer imaginations will be wounded; many youngsters will look forward to playing with the keyboard and screen. Also, no one person will be able to recall having learned both penmanship exclusively and keyboarding exclusively, so only historians will be able to speculate about the precise effects of the change in the way young people are conditioned to undertake "writing." But the changes are occurring, and the difference will be there, and our grandchildren's children won't realize that writing once was a psycho-motor struggle as well as a mental challenge. Scientific research has shown that some people are more verbal/text-oriented (left-brain thinkers) and some people are more visually-oriented (right-brain thinkers). Chances are, your audience will be composed of a mix of both types.”....
Work can be edited easier without wasting time erasing, crossing out or starting over. In an article titled Word Processing and its Effect on the Writing Process by Katie Herrick, she states,
“Writing with the word processor enhanced the writing process by allowing 4th grade students to edit without using the laborious method of using pen and paper. Students became more independent and felt more confident in their ability to change their original stories.”...
When using a WP, work is easier to store and copy or save and access...
The option to cut, copy and paste allow for easy quoting or citing if research is found on line or on a CD ROM...
The format is basically standard and recognized worldwide where English is spoken...
The spell check, grammar, thesaurus, on-line or dictionary programs and other functions help to save time and hassle of looking up words, as well as to correct as a child works. This immediate feedback is beneficial.
In an ACOT (Apple of Tomorrow) report, students preferred word processing over writing by hand. Their work was longer, they used more topic sentences, and they made fewer errors in tense. Students also made fewer mistakes in mechanics such as spelling, capitalization, and subject-verb agreement. Even the overall content improved...
The less paper used in the writing stages, the better it is on the environment...
Many programs, such as “The Children’s Writing and Publishing Center” help in the process of creative writing. They can be flexible and hit many levels, allowing the student to select the type and amount of help or prompting they need. This is one on one time that a teacher may not be able to give to the children otherwise. Some programs turn dot-jot notes into full sentences, while others help with “story mapping” and organizing of ideas...
Work done on the computer can be converted to another language easily with the proper software...
The keyboard may be easier to work on or simply provide another option for children with special needs...
Typing as opposed to handwriting is said to decrease writer’s blog...
Word processing may allow for more student/student and student/teacher
collaboration....
There are many other advantages that may not be stated here, but these are some of the obvious ones.
Children like to use the keyboard and computer. It is motivating for them as it is often seen as different or fun...
Work can be produced faster as some children can type well but struggle greatly with printing or cursive handwriting. An article titled LITERACY FOR THE NEXT GENERATION: Writing Without Handwriting by David Coniam Chinese University of Hong Kong feels strongly and states,
“Technology will reduce the agonies of "handwriting" and "penmanship", and composing will not be associated with punishment as often. "Writing" will include noise and pictures; fewer imaginations will be wounded; many youngsters will look forward to playing with the keyboard and screen. Also, no one person will be able to recall having learned both penmanship exclusively and keyboarding exclusively, so only historians will be able to speculate about the precise effects of the change in the way young people are conditioned to undertake "writing." But the changes are occurring, and the difference will be there, and our grandchildren's children won't realize that writing once was a psycho-motor struggle as well as a mental challenge. Scientific research has shown that some people are more verbal/text-oriented (left-brain thinkers) and some people are more visually-oriented (right-brain thinkers). Chances are, your audience will be composed of a mix of both types.”....
Work can be edited easier without wasting time erasing, crossing out or starting over. In an article titled Word Processing and its Effect on the Writing Process by Katie Herrick, she states,
“Writing with the word processor enhanced the writing process by allowing 4th grade students to edit without using the laborious method of using pen and paper. Students became more independent and felt more confident in their ability to change their original stories.”...
When using a WP, work is easier to store and copy or save and access...
The option to cut, copy and paste allow for easy quoting or citing if research is found on line or on a CD ROM...
The format is basically standard and recognized worldwide where English is spoken...
The spell check, grammar, thesaurus, on-line or dictionary programs and other functions help to save time and hassle of looking up words, as well as to correct as a child works. This immediate feedback is beneficial.
In an ACOT (Apple of Tomorrow) report, students preferred word processing over writing by hand. Their work was longer, they used more topic sentences, and they made fewer errors in tense. Students also made fewer mistakes in mechanics such as spelling, capitalization, and subject-verb agreement. Even the overall content improved...
The less paper used in the writing stages, the better it is on the environment...
Many programs, such as “The Children’s Writing and Publishing Center” help in the process of creative writing. They can be flexible and hit many levels, allowing the student to select the type and amount of help or prompting they need. This is one on one time that a teacher may not be able to give to the children otherwise. Some programs turn dot-jot notes into full sentences, while others help with “story mapping” and organizing of ideas...
Work done on the computer can be converted to another language easily with the proper software...
The keyboard may be easier to work on or simply provide another option for children with special needs...
Typing as opposed to handwriting is said to decrease writer’s blog...
Word processing may allow for more student/student and student/teacher
collaboration....
There are many other advantages that may not be stated here, but these are some of the obvious ones.
Subscribe to:
Comments (Atom)