Linda George, Computer Teacher
May 11, 2008

What is the best way to teach keyboarding?
When I came to Dondero School to teach computers, I was told by Ed Stokel that keyboarding would be taught in this way: during September of every year, every third grader would have four weeks of intensive keyboarding for 30 minute blocks.

I did not question this method. I also had no other knowledge as to how keyboarding should be taught; keyboarding lessons were not mentioned in my Master’s program. Also, I had worked in two other schools; one, Lincoln Akerman School has no formal keyboarding program, and second, Noble High School used original typing books (and the original typing teacher from the business department). Freshmen were required to take six weeks of typing in order to graduate.

When I was asked how I would feel about having the four weeks of beginning keyboarding omitted from our schedule, I said that I would have to think about that because I had not ever thought of the possibility. I was asked to do research to find out what the best practices were and come back with my opinion on the subject.

What I did:

• contacted numerous leaders in the Educational Technology field for their personal experiences
• created a wiki and invited responses from computer teachers to “How do YOU teach keyboarding?”
• read several research papers on how to teach keyboarding
• conversed with Leigh E. Zeitz, Ph.D., who is the foremost authority on research for teaching keyboarding
• asked two of our best typists, David and Eddy, for their opinions on how we teach keyboarding in our district
• emailed Kent Hubbard, our middle school computer teacher, for his comments regarding the skills, abilities, and habits of incoming students

All the information and links that I found can be located here: http://teachtouchtyping.wetpaint.com. The home page contains the anecdotal information; the second page contains links to the research. The third page is a copy-and-paste of this paper.

What I learned:

Most schools today do not have formal keyboarding lessons. It is hoped that students will somehow acquire these skills on their own. Many middle school and high school teachers speak of their frustration when observing students who have never had lessons. When it is time to type essays and stories and papers, it is painful to be in the computer lab while the students hunt and peck until the task is done.

ISTE, the International Society of Technology Education, sells a book entitled Keyboard Success Teacher's Guide, Second Edition. All the Portsmouth teachers have the book as well as the keyboard chart and student books for the students to use when lessons are given. Also, all students have access to the keyboarding program Type to Learn 3.

ISTE has created standards for students from kindergarten through grade 12. One glance over the standards will remind us of the importance of giving our students a firm foundation in the basics of using computers: keyboarding lessons.

1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a.	apply existing knowledge to generate new ideas, products, or processes.
b.	create original works as a means of personal or group expression.
c.	use models and simulations to explore complex systems and issues.
d.	identify trends and forecast possibilities.

2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a.	interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.
b.	communicate information and ideas effectively to multiple audiences using a variety of media and formats.
c.	develop cultural understanding and global awareness by engaging with learners of other cultures.
d.	contribute to project teams to produce original works or solve problems.

3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:

a.	plan strategies to guide inquiry.
b.	locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
c.	evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
d.	process data and report results.

4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students:

a.	identify and define authentic problems and significant questions for investigation.
b.	plan and manage activities to develop a solution or complete a project.
c.	collect and analyze data to identify solutions and/or make informed decisions.
d.	use multiple processes and diverse perspectives to explore alternative solutions.

5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

a.	advocate and practice safe, legal, and responsible use of information and technology.
b.	exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity.
c.	demonstrate personal responsibility for lifelong learning.
d.	exhibit leadership for digital citizenship.

6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a.	understand and use technology systems.
b.	select and use applications effectively and productively.
c.	troubleshoot systems and applications.
d.	transfer current knowledge to learning of new technologies.

Leigh E. Zeitz, Ph.D., the foremost authority in the field, has this to say:

Why should we teach keyboarding? We teach keyboarding to build students’ skills in using computers. We teach them skills so that they will be more efficient when they write papers, emails and even blogs.

What about teaching keyboarding once a week instead of 4 straight weeks? It’s a waste of time.
Remember that keyboarding is a psycho-motor athletic ability. How much would you learn about playing baseball if you only played it for 40 minutes once a week? Very little.

If you played baseball 40 minutes a day for 4 weeks, you could develop a foundation of playing skills that you could use for the rest of the season. As you play for the rest of the season, you will be able to further refine your abilities.

Taking 20 weeks to learn how to keyboard is an experiment in futility. Does this mean that students will only be able to write papers that use the home row keys for the first month? It is a situation where educators can say that students are being taught to keyboard but taking 5 months to learn to keyboard wastes most of the school year.

Portsmouth School District is currently using the best practice for teaching keyboarding. What we do here is research-based. Students get the very best start using a very important tool of their generation. Clearly, Ed Stokel had done his homework when he implemented this keyboarding program into the elementary schools.

I am grateful for the opportunity to express my opinion on this subject. I have renewed enthusiasm for teaching this important skill that will be practiced for the students’ entire lives. I now understand more than ever that although this unit may not be the most exciting that we teach, it is the foundation for all of the meaningful and interesting lessons that follow. Please allow us to continue to teach keyboarding in future years the same way. It is tried and true.