The evolution of the typewriter . . .

1. The evolution of the typewriter . . . Royal Remington Underwood L.C. Smith Christopher Latham Sholes . . . and the transition to keyboarding methodology.

2. Keyboarding MethodologyIntroduction Methodology is the link between theory and practice. Much of what we have learned over the years about teaching keyboarding has come to us from one of two sources: (1) through action research in a laboratory setting or (2) through practical applications by instructors in the classroom. The instructor is the one critical element that determines the success or failure of students in a keyboarding class. The instructor provides an environment that is most conducive to learning by establishing realistic goals for students, by practicing sound methodology for the introduction of keyboarding concepts, by motivating students to succeed, and by using the power of technology to provide meaningful instruction in either a campus environment or in a distance-learning venue.

3. Keyboarding MethodologyIntroduction Extensive instructor resources are available at the Online Learning Center (www.mhhe.com/gdp).

4. Keyboarding MethodologyIntroduction The Online Learning Center resources include instructor links as well as links for course-wide content. Links Instructors Exercises Students Manual

5. Keyboarding MethodologyIntroduction Teaching Tutor Methodology at the Online Learning Center www.mhhe.com/gdp

6. Keyboarding MethodologyIntroduction The Teaching Tutor presents a detailed description of the routine, the benefits of using the routine, and methodologyassociated withthe routine.

7. Keyboarding MethodologyIntroduction The tutorialdisplays astreaming videopresentation ofthe skillbuildingroutine. Tutorial

8. Keyboarding MethodologyIntroduction Instructor resources are also available at the authors’ Website (http://caot.lacitycollege.edu/ Keyboarding/index.htm).

9. Keyboarding MethodologyIntroduction At the GDP Software link are several PowerPoint slides on topics related to using GDP10 in the classroom and online.

10. Keyboarding MethodologyIntroduction At the Methodology link are 13 PowerPoint methodology presentations on topics such as skillbuilding, document processing, and technique. At the Keyboarding Online link are discussions on how to set up an online course. At the Enrichment Activities link are activities for: • Supplementary drills for Lessons 1-10. • Using MAP in Lessons 10-20. • Speech Recognition lessons.

11. Keyboarding MethodologyIntroduction At the Tips link are several suggestions and shortcuts for using GDP10 as recommended by the GDP10 author team. Also included at this link is a comprehensive Annotations Library that can be downloaded and used in your GDP10 classes.

12. Keyboarding MethodologyIntroduction GDP10 has many settings that can be changed, depending on instructor preference. Here are the recommended settings preferences: Log-on password: If you wantto require your students totype in a password beforeentering GDP, you shouldcheck this box. For privacyconcerns in a LAN setting,it’s probably a good idea tocheck this box.

13. Keyboarding MethodologyIntroduction Hide desktop from view:It is recommended that you check this box so that icons on the student’s desktop are not visible—thus, there is less temptation for distraction. Word processor:Depending on the version of MS Word you use in your classroom, the appropriate choice would be selected.

14. Keyboarding MethodologyIntroduction Proofreading Viewer: TheProofreading Viewer displaysa split screen when studentsedit their documents. Thetop half of the screen is a “Read-only” screen; thebottom half is the editscreen. It is recommendedthat this option be checked.

15. Keyboarding MethodologyIntroduction Live Update: The instructor oradministrator who is respon-sible for updating softwarein the campus computer labshould place a check markin this box. By doing so, you will be notified when updatesto the GDP software areavailable and can bedownloaded.

16. Keyboarding MethodologyIntroduction URL for Campus Web Site:It is recommended that youtype in your campus WebSite in this window. Forexample, my Web Site atthe University of WestGeorgia iswww.westga.edu.

17. Keyboarding MethodologyIntroduction URL to be used when theWeb button is clicked: Manyinstructors choose to enterthe Student Website in thiswindow so that studentswill have immediate accessto the course syllabus, course links, handouts, andother materials for the course.

18. Keyboarding MethodologyIntroduction Sound enabled: It is recommended that younot click the Sound enabledoption for classroominstruction. Full editing: Full editing allowsstudents to backspace andcorrect errors in timedwritings and drills. Thisoption should be checked based on your preference for editing in either activity.

19. Keyboarding MethodologyIntroduction Games: The preferredsetting for the TennisGame and the PaceCar Game is to notenable these games forclassroom use.

20. Keyboarding MethodologyIntroduction Number of spacesbetween sentences: Thisoption should be checked based on your preference for spacing after a period at the end of a sentence. The authors’ recommen-dation is to enable the 1-space option.

21. Keyboarding MethodologyIntroduction Spanish Availability: Theauthors recommendmaking this optionavailable.

22. Keyboarding MethodologyTechnique Proper technique begins with the student’s correct position at the workstation. HEAD ERECT, TURNED TO FACE THE TEXTBOOK BODY CENTERED OPPOSITE THE “J” KEY, LEANING FORWARD WRISTS STRAIGHT AND FINGERS CURVED. POSITION YOUR FINGERTIPS ON THE HOME KEYS: LEFT HAND ON A,S,D, AND F; RIGHT HAND ON J,K,L AND ; (SEMICOLON). FEET APART AND FIRMLY BRACED

23. Keyboarding MethodologyTechnique This we believe about teaching technique: • Demonstrate and emphasize technique frequently during the early lessons, and assess it continuously throughout the course. • Demonstrate good technique with the students. • Ensure that essential techniques—such as eyes on copy, correct fingering techniques, and good posture—are being practiced daily. • Develop locational security (the confidence in knowing where the alphabetic keys are located) to minimize keyboarding watching. • Observe and assess only one or two techniques at a time. • Always use positive reinforcement when encouraging students to keep their eyes on the copy (or screen).

24. Keyboarding MethodologyTechnique This we believe about teaching technique: • Evaluate each technique as • Acceptable • Needs Improvement • Not Acceptable • Discuss the implications of poor technique • Increased errors • Inability to move beyond a speed plateau • Health-related issues • Physical fatigue • Provide constant reminders, observation, and remediation during the first several weeks of the course. • Schedule a formal technique evaluation for each student about one-third of the way through the term.

25. Keyboarding MethodologyTechnique This we believe about teaching technique: • A few days before the formal technique evaluation, distribute to the students the evaluation form you will use.

26. Keyboarding MethodologyTechnique This we believe about teaching technique: • Assess correct technique throughout the keyboarding course. Assign it perhaps as much as 20% to 25% of the final grade during the introductory course and perhaps 5% to 10% for advanced courses. • Emphasize the software-created banners that are displayed on the GDP screen in selected lessons.

27. Keyboarding MethodologyTechnique This we believe about teaching technique: • Use GDP to improve technique on specific key reaches: To relearn a key. . . • Click Skillbuilding • In the Subjects box, click New Key Drills • Click the desired key on the “live” keyboard to move to the lesson where the key was introduced. For intensive practice on a key. . . • Click the MAP button • Click Next in the MAP screen • Click any key on the “live” keyboard to open intensive practice drills for that key

28. Keyboarding MethodologyTechnique This we believe about teaching technique: • Assure students who watch their fingers that gradually they will need to do less looking in order to develop locational security. • Place an emphasis on speed when emphasizing technique. The pressure for more speed doesn’t leave students time to look at their keys (in psychology, this concept is called response interference). • Accept the fact that you are not going to be able to correct all the poor techniques of all students. Be proud of any improvements you have been able to motivate in your students. • “Keyboard covers” should never be used to prevent students from peeking at their keyboard, no more than a blindfold should be used to teach someone to ride a bike!

29. Keyboarding MethodologyTechnique How do you break the habit of looking at the keys when typing? • First, students must be convinced that they actually can type while keeping their eyes on the copy. • Second, always voice positive rather than negative reinforcement (i.e., “keep your eyes on the copy” rather than “keep your eyes off the keyboard”). • Third, speed forcing is the best prescription for breaking the keyboard watching habit. Both Sustained Practice and Progressive Practice routines force a students to concentrate on maintaining or increasing speed. When students try to type faster, they tend to look less at their hands. • Fourth, an excellent drill to use to “break” or minimize the keyboard-watching habit is the 12-second sprint.

30. Keyboarding MethodologySkillbuilding In the beginning. . . • Speed, speed, speed • Right start, no exception But GDP took a different approach. . . speed, with controlled accuracy.

31. Keyboarding MethodologySkillbuilding Skillbuilding in GDP is unique for many reasons: • GDP is the only keyboarding program that offers such a widevariety of skillbuilding routines.

32. Keyboarding MethodologySkillbuilding • GDP is the only keyboarding program that sequences itsskillbuilding routines throughout the book for maximum coverage.

33. Keyboarding MethodologySkillbuilding • GDP is the only keyboarding program that diagnoses a student’s errors and then prescribes the appropriate drills to minimize or eliminate those errors.

34. Keyboarding MethodologySkillbuilding Skillbuilding does not occur automatically in the administration of a timed writing. A timed writing is nothing more than a measure of a student’s progress at that particular point in the course. If a timed writing is to be used to build skill, then specific activities must be designed as a result of the student’s per-formance on the timed writing. In the Sustained Practice routine, students must type a paragraph within a specific error limit before they move on to a more difficult paragraph.

35. Keyboarding MethodologySkillbuilding Speed is built through a series of prescribed drills administered over short periods of time on easy, low-syllabic intensity copy. The 12-Second Sprint is an excellent routine designed to build keyboarding speed. The copy in the screen above reveals the low-syllabic intensity copy used in a 12-Second Sprint.

36. Keyboarding MethodologySkillbuilding Accuracy is built through a series of prescribed drills adminis-tered only after the student’s errors have been identified so that appropriate remedial drill lines can be prescribed. The MAP routine is an excellent routine to improve keyboarding accuracy.

37. Keyboarding MethodologySkillbuilding If you want your students to concentrate on errors MAP identified in the Pretest, focus on the prescriptive drills. If you want yourstudents to concentrate onspecific reachesdifficult for them,have them go directly to the GDP keyboard.

38. Keyboarding MethodologySkillbuilding Copy that contains at least one instance of every letter of the alphabet should be used to improve accuracy. The copy below, from a MAP Pretest, is written with these specifications.

39. Keyboarding MethodologySkillbuilding Students striving for higher keyboarding speeds should always be prompted to type faster than the speed at which they are comfortable at the keyboard. In the screen above, taken from a Paced Practice exercise, students are attempting to reach their speed goal of 50 wpm. The red markers in the copy depict how far in the copy they need to advance every 15 seconds. When the timed writing is completed, they are notified that they have either achieved their goal or must repeat to try again.

40. Keyboarding MethodologySkillbuilding In the keyboarding classroom, you can encourage students to type faster or you can encourage them to type more accurately; but you should never encourage them to strive for both in the same activity.

41. Keyboarding MethodologySkillbuilding When students are striving for higher keyboarding speeds, the instructor should never insist on zero errors. 0 Errors

42. Keyboarding MethodologySkillbuilding Do you believe students should backspace and correct errors when taking a timed writing? • Generally speaking, students will backspace and correct errors in a timed writing. However, by doing so, they will lose the words they could have typed while backspacing to make the correction. • Another consideration is that students will take their eyes off the copy when they backspace to correct an error; thus, there is a greater likelihood that they will lose their place in the copy. • Finally, backspacing to correct an error is what students will do when creating copy in an office environment. _______________ Authors’ note: Students should be allowed to backspace and correct errors on a timed writing…because that’s probably what they will do anyway. But they should be made aware that doing so will lower their word-per-minute rate.

43. Keyboarding MethodologySkillbuilding How many alphabetic keys should be introduced in each lesson? • Opinions vary, but typically it is common to teach 3 to 4 new keys each lesson, after the home row has been introduced. • In GDP, four new keys are introduced each lesson so that the entire keyboard—letters, numbers, and symbols—can be introduced by Lesson 20. Starting with Lesson 21, then, you can start reviewing and reinforcing keyboard reaches, introduce word processing, and present the formatting of documents.

44. Keyboarding MethodologySkillbuilding How much daily/weekly time should be allowed for skillbuilding after the keyboard is learned? • First of all, skillbuilding should continue as a daily activity in every lesson throughout the course. • Skillbuilding activities—which may include a warmup, timed writings, and language arts drills—should consume around 15 to 20 minutes of a 50-minute class period. • Encourage those students who need to improve their speed and accuracy to pursue additional skillbuilding routines, such as the MAP exercise, beyond the minimum expectations stated in the text.

45. Keyboarding MethodologySkillbuilding Upon completion of a beginning keyboarding class, how many words per minute should the average student be able to type? • Assuming that (a) the class is a one-semester course, (b) the student completes 60 lessons, and (3) appropriate skillbuilding activities have been included in the course, the average student should be able to type 40 words per minute on a 5-minute timed writing with no more than 3 errors.

46. Keyboarding MethodologySkillbuilding In timed writings, should an instructor evaluate and grade both speed and accuracy? • Yes, both speed and accuracy should be considered when assigning grades for timed writings. However, if students are striving for speed only, then accuracy should not be evaluated…and vice versa. Above all, do not insist that students push for both speed and accuracy at the same time. The best method of evaluating timed writing performance is to measure speed within a stated limit of errors. Example: 36 wpm/3’/4e.

47. Keyboarding MethodologySkillbuilding Can a timed writing that is repeated be an accurate predictor of a student’s skill in keyboarding?Yes, within certain limits: • When used as a Pretest and Posttest, with prescribed drill lines practiced between the pre- and post sessions, both the Pretest and Posttest serve as accurate predictors of a student’s skill. • If there is sufficient time between the first and second timed writing [on the same copy], the copy can be considered as an accurate predictor of student skill. Generally speaking, three to four weeks should have transpired between the first and second use of the timed writing, and no timed writing should be used repeatedly to measure student skill.

48. Keyboarding MethodologySkillbuilding Is a timed writing considered a skillbuilding activity? • Only if there are accompanying drills designed to improve speed or accuracy after the timed writing has been administered. For example, the following student directions would categorize a timed writing as a skillbuilding activity: “If you made 2 or fewer errors on the timed writing, type each individual line 2 times. If you made 3 or more errors, type each group of lines 2 times.”

49. Keyboarding MethodologySkillbuilding What is the optimum length for a timed writing? • The most commonly accepted timed writing length for measuring skill is the 5-minute timed writing, primarily because it is most typically the industry standard used in employment testing. • Some instructors believe that a 3-minute timed writing is a more reliable measure of true keyboarding skill because of a fatigue factor that may impact a student’s performance during the final two minutes of a 5-minute timed writing.

50. Keyboarding MethodologySkillbuilding How many timed writings can be administered in one day? • Using either a 3- or 5-minute timed writing length, no more than two timed writings should be given in any one class period. After the second timed writing, fatigue sets in and therefore negates the possibility of any realistic improvement in either speed or accuracy that occurred in either of the first two timed writings.