Strategies for Implementing Basic
Keyboarding and Computer Literacy
Skills in the Classroom

Keyboarding: A Basic Skill for Young
Learners in the Elementary Grades

by Keith Zamudio
February 2016

The goal of this paper is to present reasons why keyboard instruction needs to begin in the elementary grades as a part of an integrated curriculum. The increase of computers in the classroom and workplace necessitates a reevaluation of the traditional objectives for learning to keyboard, new methods for teaching keyboarding and a different set of performance standards (Toppe, 1991).

Traditionally, keyboarding has been taught to high school students. Keyboarding instruction can begin with students as early as eight or nine, but ten-to-twelve year-olds may be more motivated (Dennee, 1989). Reasons why elementary students should learn to keyboard include developing efficiency at the keyboard, utilize maximum use of computer time, and provide students with a powerful writing tool (Jackson, 1991). Proper keyboarding skills allow for automaticity that enables students to concentrate on problem solving and composing rather than mechanics that are inherent in hunting and pecking. These skills are useful in other courses of study.

Keyboarding fits into and supports many of the skills of the language arts curriculum. Instructional areas of benefit include reading, language composition, spelling, vocabulary, creative writing, proofreading and revision, neatness and accuracy, punctuation, and listening skills (Nieman, 1996; Toppe, 1991; & Jackson, 1991).

Keyboarding is an essential, basic skill for students to efficiently interact with a computer (Toppe, 1991). Keyboarding will allow students to create, compose and problem solve. These are important skills for students in the 21st century. Students need to be familiar with the tools that are a part of everyday life and the workplace in a digital world. Students should possess information and communication technologies (ICT) literacy skills.

Keyboarding is a cumulative skill, and needs continued reinforcement starting at the elementary grades. It is important for schools to develop a complete keyboarding program that is sequenced to ensure proper skill development (Jackson, 1991). This prevents students from learning bad habits that are often hard to remediate. Skill development should emphasize technique, accuracy and speed in that order. Technique facilitates the other aspects of keyboard instruction. While learning, errors are the result of experimenting with ways to improve technique and speed (Jackson, 1991). Instruction in detecting and correcting errors immediately enables student to develop effective keyboard techniques and increase speed (VanHuss, 1991). The goal is to control and use the keys without necessarily looking at them.

Keyboarding instruction will take time from the curricular day, but a concentrated effort for four months will be beneficial for students and teachers. Proper keyboarding skills will make student time at the computer more productive. As students become proficient with the keyboard, their ability to learn other computer-based technologies is enhanced. Computer based technologies, such as the Internet and multimedia, provides a broad base of information resources. Keyboarding is the stepping-stone to utilize these information technologies and acquiring the skills of computer literacy.

The use of information technologies has a profound impact on the model for teaching keyboarding skills. Meaningful keyboard instruction is an integral part of learning in the classroom. Taught in isolation, keyboarding skills are meaningless. A complete keyboarding course teaches basic keyboarding skills concurrently with basic computer and word processing skills. Using the word processor allows students to acquire computer literacy skills including disk and document formatting, file management skills, composition, spell checking, template files, and desktop publishing (Eisch & Waldman, 1991).

Prerequisites for teaching elementary keyboarding are a desire to teach, basic keyboarding skills (methodology), and understanding of psychomotor skill development in young children (Jackson, 1991). Considerations for developing a keyboard instruction program include software and hardware purchases, planning for hidden costs, planning the layout of the room, disk and information management, ethical issues of copyright and electronic cheating, and the expanded instructional opportunities that word processing provides (Eisch & Waldman, 1991).

To effectively teach keyboarding instruction, training opportunities for teachers will need to be established. This training model will need to consider available resources, time and ongoing support. Training cannot be a one day workshop or in service, and will require ongoing support. The training should be supported by the district, and linked with professional development credit.

Teacher training, guidelines for evaluation, methodology, and curriculum focus are necessary for effective implementation. School District business educators can facilitate program development. Business teachers should involve themselves with teaching elementary students keyboarding skills and developing keyboarding curriculum (Dennee, 1989). By working with business teachers, classroom teachers can acquire the skills necessary to teach young children proper keyboarding skills. This model can provide teachers effective strategies for instruction, address concerns for young developing students, and determining meaningful ways that keyboarding can be integrated into the elementary curriculum (Waner, Behymer & McCrary, 1992).

Computer based technologies have become an integral part of our daily lives. Many people in the work force use keyboarding skills. Computers have transformed the work place, the work itself, the identity of the worker and the skills the worker must possess (VanHuss, 1991). Keyboarding is an “...enabling skill - a tool skill needed by almost every worker in all types of companies and at every level in the hierarchy of these companies” (Toppe, 1991, p. 23). Because the computer is a productivity tool in today’s workplace, students need to acquire the skills of a complete keyboarding course that encourages computer literacy.

There are compelling reasons for beginning a complete keyboarding program with children in the elementary grades. As an enabling skill, keyboarding allows the learner to use the computer as a learning tool to respond to interactive educational software (learning games, tutorials, simulations, etc.), gather and present information, and develop writing skills (Toppe, 1991). Students are motivated, take greater pride in their work, and have skills that will enable them to effectively use information technologies.

I have taught students to keyboard since 1987. My early attempts were focused on helping students to acquire a skill to facilitate the writing process. Today, my keyboarding curriculum is focused on using the computer as a learning tool. Students acquire many of the skills of computer literacy, word processing, and develop strategies for gathering, organizing and presenting information. As a result, my role as an educator has been profoundly affected. I spend most of my time facilitating and gathering resources for student learning projects. I spend less time being the “expert”, and more time as a facilitator and learner. Students are charged with taking greater responsibility for their learning, and students become more productive as they discover new ways to use the computer. Acquiring keyboarding skills is the stepping-stone to using the computer as a tool for their learning.

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References:

Serim, Ferdi. “The Importance of Contemporary Literacy in the Digital Age: A Response to Digital Transformation:
A Framework for ICT Literacy,” CoSN (The Consortium for School Networking), (2002).

"Learning for the 21st Century - A Report and Mile Guide for 21st Century Skills, Partnership for 21st Century Skills, http://21stcenturyskills.org/index.php?option-com_content&task
=view&id=29Itemid=42, (2004).

Hopkins, Gary (1998), Education World® Editor-in-Chief. Keyboarding Skills: When Should They Be Taught?, Education World, http://www.education-world.com/a_curr/curr076.shtml

Nieman, Patricia. (1996, October). Who, what, where, and how? Introducing early keyboarding skills. Business Education Forum, 51, 27-30.

VanHuss, Susie H. (1991, Winter). New model combines keyboarding and word processing skills. The Balance Sheet, 4-6.

Toppe, Judith, E. (1991, December). Keyboarding - An enabling skill. Business Education Forum, 46, 22-25.

Waner, Karen, Behymer, Jo & McCrary, Sally. (1992, October). Two points of view on elementary school keyboarding. Business Education Forum, 47, 27-29.

Dennee, Jean. (1989, May). Business teachers: The solution to problems of elementary keyboarding. Business Education Forum, 43, 12-14.

Jackson, Truman H. (1991, Winter). Building keyboarding skills at the elementary level. The Balance Sheet, 19-22.

Eisch, Mary Alice, & Waldman, Lila. (1991, Winter). Computerizing your keyboard instruction: How to get started. The Balance Sheet, 8-11.

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