DOCUMENT RESUME ED 278 855 CE 046 410 AUTHOR Kidney, John; And Others TITLE Keyboarding for Elementary Students. INSTITUTION University of Northern Iowa, Cedar Falls. School of Business. SPONS AGENCY Iowa State Dept. of Public Instruction, Des Moines. Div. of Career Education. PUB DATE 85 GRANT FCS-85-02-71; FCS-86-02-71 NOTE 100p.; For the related student text, see CE 046 411. PUB TYPE Guides Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS Business Skills; Classroom Techniques; Course Content; Educational Resources; Elementary Education; Elementary School Curriculum; *Inservice Teacher Education; *Keyboarding (Data Entry); *Learning Activities; Lesson Plans; *Skill Development; *Teaching Methods; *Typewriting; Units of Study; Word Processing ABSTRACT This package contains four components designed to help elementary or business education teachers teach keyboardingto 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 arts application, introduction to composition and proofreading; and Phase III--quick review of keyboard and technique, creating, editing, and printing, and computer terminology. This package contains (1) an inservice guide for business teachers and elementary teachers that provides suggestions for introducing and implementing a keyboarding program; (2)a teacher's guide, with a day-by-day lesson plan fora six-week course in keyboarding that could be used in Phase I and for review; (3) Appendix A, with supplemental materials suchas suggestions for implementation, sample letters to parents, visual keyboard, sample name card, activity suggestions, activity sheets, technique check . list, glossary of computer terms, certificate and good work awards, and picture of a "computer bug"; and (4) Appendix B, which contains references for software, textbooks, and a bibliography of articles that relate to keyboarding. (KC) *********************************************************************** Reproductions supplied by EDRS are the best thatcan be made from the original document. ***************w******************************************************* FCS-85-02-71 9 /3 372 Akinsuffluisb, MAR 2 4 198711En KEYBOARDING FOR ELEMENTARY STUDENTS U.S. DEPARTMENT OF EDUCATION "PERMISSION TO REPRODUCE THIS citOtficof Educational Research and imnrovement MATERIAL HAS BEEN G NTED BY ED CATIONAL RESOURCES INFORMATION CENTER (ERIC) 0 his document has been reproducedas received from the person or organization originating it. 0 Minor changes have been made toimprove reproduction quality. TO Points of view or opinions stated in this docu. E EDUCATIONAL RESOURCES ment do not necessarily represent official OE RI position or policy. INFORMATION CENTER (ERIC)," VEIIMMINIIMMEIMMIEMENNIMEMINMENna 11=11111! 2 BEgrzorrmatter KEYBOARDING Developed by John Kidney, Chair Nancy Moen Webster Cit:.High School Mason City High School Linda Burke Marilee Smith Central Dallas High School Kirkwood Community College Under the direction of Dr. Jack C. Reed Information Management Department School of Business University of Northern Iowa Cedar Falls, IA 50614 1985 KEYBOARDING was developed undera grant funded by Public Law 94-482 through the Iowa Departmentof Public Instruction, Career Education Division. Grant Numbers: FCS-85-02-71 and FCS-86-02-71. Sponsored by Iowa CADRE for BusinessEducation. KEYBOARDING We are living in an era that will be recorded in history as "The Information Age."As with all new eras, many changes are taking place. Some are occurring so rapidly that it some- times seems impossible to keep up with them all. John Naisbitt in Megatrends says that "We are living in the age of the parentheses--one foot in the past and one foot in the future." What is the main factor causing this change--computers1 Many of the skills required of our curriculum--grammar, listening, speaking, following instructions, reading, writing, and communicating--have become increasingly important for this new age of information. Keyboarding is often the means for effective communica- tion. Businesses tell us that keyboarding will be a required skill for everyone. Gail Modlin, editor for business and office education at Gregg/McGraw-Hill, says "Keyboarding must be a requirement of every student in your school." Our challenge, as educators, is to ensure that the curriculum prepares the student for the future. Keyboarding is not a term that replaces typewriting. Rather, it is the introduction of the alphanumeric keyboard. Students are ready to learn how to keyboard in elementary schools. Our project suggests several phases to help students prepare to keyboard effectively. In the Readiness Phase, K-2 teachers can help their students learn "where" the keys are located on the keyboard. In Phase I, in the third or fourth 4 grade, students can learn finger placement and basic tech- niques. In Phase II studer,t. ,1 review finger placement but then start to develop L 'kill and accuracy. Language arts applications on the keybu help the students to develop more interest in using the comip.. 7 as a tool for communica- tion. In Phase III students are ready to begin creating, editing, saving, and printing materia3 witha word processing package. With the increasing use of the electronic keyboard in the instructional program, it will become evident thatstu- dents with formal keyboarding skills can achievemore by spending less time on the input portion of their assignments. Keyboarding is the issued addressed in this project. This project includes: - -An Inservice Guide for business teachers and elementary teachers. Keyboarding should be a cooperative effort. The guide provides suggestions for introducing and implementing a keyboarding program. --A Teacher's Guide. This is a day-by-day lesson plan that could be used in Phase I of a keyboardingprogram. - -Appendix A contains supplemental materials. --Appendix B contains references for software, textbooks and a bibliography of articles that relate to keyboard- ing. Since the influence of computers on our society will continue to increase in the years ahead,we must help students prepare for this growing influence. The curriculum must be modified in such a way that students begin to learn howto become effective communicators. Keyboarding is the essential tool. Keyboarding skills are a must for every student. KEYBOARDING PHASES READINESS PHASE --Each phase leads into the K-2 next. Phases I, II, and III were designed for grade Keyboarding recognition levels 3-7 depending on Right/Left hand key each individual school identification situation. --It is important to rein- force students each year so skill is not lost and PHASE I building can occur. Learn the Keyboard --It is also important that Basic Function Keys keyboarding skills be Technique and Confidence taught at a grade level prior to computer use so bad habits will not develop which would impair future skill development. PHASE II --Phase III is not the end Review the Keyboard & of keyboarding. After Technique completion of this phase, Language Arts Application students need reinforce- Intro. Composition ment and can further their Intro. Proofreading skills by taking classes in Typing, Formatting, Word Processing, Computer Application, Computer Programming, etc. PHASE III Quick Review of Keyboard & Technique Create Edit, Save, Print Text Develop Keyboarding skill Computer Terminology Composition Skill ADVANCED PHASES Includes Computer Application, Programming, Formatting (Typing I) COURSE OUTLINE - PHASE I PHASEI OBJECTIVES AND PRO3ECTS A. Operating the Keyboard 1. Introduction 2. Use of Appropriate Fingers and Techniques 3. Alphabetic Keys 4. Numeric Keys 5. Symbolic Keys and 10-Key Pad 6. Spelling, Grammar and other English Skills B. Utilizing Computer Functions 1. Function Keys (those you will be using in Phase I) C. Operating the Microcomputer Hardware 1. Introduce Microcomputer Vocabulary 2. Discuss Computer Components 3. Boot the System D. Building Skill Development 1. Use Appropriate Fingers and Techniques 2. Develop Confidence in Keyboarding --A day-by-day set of lesson plans are included in this packet for your use. Answers to many questions you could have regarding facilities, equipment, drills, activities, and how to get started are also addressed in this packet. --Emphasis is placed on techniques and building the confidence of the student. Speed and accuracy are not a part of Phase I. --All drill work is age specific. Be sure to consult the teacher of the grade of students being taught as to the vocabulary level to use. --Drills can be found in the appendix page labeled "Activities" and throughout the day-by-day lesson plans included in this packet. --A text is included with this packet. Feel welcome to have this text duplicated for your use. it has been designed so you can save on the cost of this project. --The function keys that you should introduce in this phase are ones the students will need to use in this course. For example: It is better for the student to start calling the flashing box a "cursor," and the TV a "monitor." 5 COURSE OUTLINE - PHASE II PHASE II OBJECTIVES AND PROJECTS A. Review Appropriate Fingers and Techniques 1. Alphabetic Keys 2. Numeric keys 3. Symbolic Keys and 10-Key Pad 4. Computer Function Keys B. Develop Keyboarding Skills 1. Speed Development a. word/line drills b. speed checks 2. Accuracy Development a. word/line drills b.