Expectations

Keyboarding at the Elementary Level

The District’s Board approved instructional technology standards identify third grade as the appropriate level for introducing formal keyboarding instruction. Some second grade classes may begin keyboarding instruction in January as an introduction to keyboarding to assist students learning the skill of keyboarding. All grades 3-5 will utilize the EduTyping online keyboarding programs. See your Instructional Technology Teacher Consultant for login information and training.

Research suggests that formal introduction needs to precede frequent computer use. Whenever our students are using the computer, correct computer posture and techniques need to be taught and reinforced.

Accountability

All schools are responsible for seeing that their students attain the elementary keyboarding standards. Reinforcement of skills gained in grades 3, 4 and 5 is important for schools to follow through on; otherwise, the skills gained in grades 3, 4 and 5 are essentially lost.

Standards and Benchmarks

Information and Technology Literacy Standards and Benchmarks were established and board approved in June 2007

• Grade 3: Develop touch-keyboarding techniques using both hands, and attain an input speed of 15 wpm with 90 percent accuracy.

• Grade 4: Develop touch-keyboarding techniques using both hands, and attain an input speed of 20 wpm with 90 percent accuracy.

• Grade 5: Demonstrate touch-keyboarding techniques using both hands, and attain an input speed of 25 wpm with 90 percent accuracy.

As the new Common Core State Standards for English/Language Arts outline keyboarding proficiency and the Wisconsin Forward Assessment requires a certain level of keyboarding skill, it is more important than ever that conversation occurs at the district level regarding keyboarding instruction and assessment. Keyboarding skills for all students are increasingly important, as future state exams will require them to complete extended writing responses in a single sitting. It is our goal to ensure that the mechanical skills required to do so (i.e., keyboarding and familiarity with word processing programs) are not a barrier for effective and clear communication.

Common Core State Standards

English/Language Arts

Production & Distribution of Writing

Grade 3 students: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Grade 4 students: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Grade 5 students: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

DPI Keyboarding Recommendations:

o 3rd Grade 3 x 5 = 15 words per minute

o 4th Grade 4 x 5 = 20 words per minute

o 5th Grade 5 x 5 = 25 words per minute

KUSD's Rationale for Selecting the EduTyping Jr. Online Keyboarding Program for Grades 3-5 Instruction

EduTyping, Jr. is appropriate for elementary school students. The curriculum introduces new keys by rows where students first learn the middle row, then the top row and the bottom row of the keyboard. The content is designed with a strong focus on sight and high frequency words. The curriculum content is current, updated regularly, and customized to meet the interests of today's students, making the typing experience fun and engaging. Instructors can customize how many lessons students are required to complete and monitor student progress. EduTyping, Jr. also includes a Tech Readiness unit that teaches the basics of technology, including the parts of a computer, how to use a mouse, cyber citizenship, and proper typing techniques.

BEST PRACTICES

While utilizing the program, teachers stress the following points:

1. Students should focus on keyboarding accuracy, not speed.

2. Students should sit up straight while at their computer workstation.

3. Emphasize that students should keep their eyes on what they are typing (monitor), and not on their hands or keyboard. This will foster quicker muscle memory of proper finger placement and reach.

KUSD’s Rationale for Selecting the Writers for Keyboarding Instruction at the 2nd Grade (Optional)

Direct instruction and supervision will ensure the development of excellent keyboarding skills. The primary focus is proper keyboarding technique with appropriate speed. When this has become automated, emphasis will be placed on accuracy.

Direct instruction has proven to be the most effective way to introduce the keyboard and teach correct techniques. The use of computer software to teach keyboarding must be carefully scrutinized. It may seem like a good idea, but these programs can contribute to poor keyboarding habits and inappropriate keyboarding techniques.

• For instance, typing tutorials can demonstrate, but typing tutorials cannot provide feedback.

• For instance, one could use one or two fingers to type a sentence with no typographical errors. The software cannot check whether students are using correct fingers on the keys. In the initial stages of keyboarding students may be faster when using one or two fingers. But their speed has limited potential.

The Writers have a built in check for finger placement. This has been the only device we have found that can provide this type of feedback in addition to speed and accuracy reports for individual students.