students who had never before used a keyboard. Now, with the arrival of computers both at home and in our elementary schools, we find that very young students are being exposed to the computer keyboard. One study focusing on computer use in the school system estimated that students would spend more than 400 hours on microcomputers before they reached the ninth grade (Kidney, 1985). As the keyboard continues to be the primary device for inputting data into computers, the purpose in presenting these guidelines is three-fold:
Business educators have long recognized that instruction in touch keyboarding should be provided before students become involved in computer applications requiring extensive keyboarding. For example, when computers are used for language arts activities involving the writing process, it becomes necessary for the students to key more than a simple one letter response such as a "Y" for yes or an "N" for no. The student who keyboards by touch can enter data using all ten fingers while concentrating on the text, enjoying the task, and achieving success at the same time. The alternative to touch keyboarding is the use of the "hunt and peck" method in which students develop their own random and incorrect finger patterns. Creative ideas are lost as the "hunt and peck" typist is constantly searching for the correct letter either in the source document or on the keyboard. Frustration occurs for the student who wishes to enter his/her story into the computer but does not have the touch keyboarding skills required to accomplish the task with proficiency.
The bad habits associated with the "hunt and peck" method of keyboarding become ingrained, making it very difficult for the students to develop competency in touch keyboarding when they do reach their first formal keyboarding course. As keyboarding is a cumulative skill, what can be perfected at one level is heavily dependent upon what has been refined at a previous level.
At a time when the use of technology at home and at work is constantly growing, proficiency in keyboarding is becoming a necessary skill. Quality instruction at an early age enables students to become competent and confident in their ability to use the computer keyboard before they begin extensive use of the computer as a learning tool.
The computer is an especially useful writing tool for the student who knows how to touch keyboard. Researchers Wood, et al. (Hoot, 1986) have found that those elementary school students who have learned to type achieve greater gains in reading comprehension, vocabulary, word study skills and spelling skills. Wood, et al. (Hoot, 1986) found that grade one students who participated in a reading/typing program were significantly superior to the control group on understanding paragraph meaning, word study skills, and spelling skills on the Stanford Achievement Test. Other positive outcomes mentioned in this study were improved independent reading, superior listening and organizational skills, and improved attention span.
In addition, some educators suggest that young students prefer writing on a computer as opposed to writing in longhand because it is more fun and because recopying is not required. Students are stimulated to compose when they can work quickly, and the ability to touch type helps their hands keep up with their minds (Daiutte, 1985). Students in the first grade who learn to keyboard were found to have increased motivation to learn spelling. In addition, spelling achievement improved dramatically for low achieving students when keyboarding was added to the direct spelling instruction format (McClendon, 1989).
The skills associated with reading, writing, and arithmetic are developed and used across the curriculum. In Saskatchewan Education's A Handbook for Educators: Keyboarding (1987), it states that no single subject should be expected to contribute all the time required for instruction and practice. The handbook goes on to state that students who have completed a course in keyboarding will demonstrate gains in spelling, vocabulary, punctuation, creative expression, handwriting, and fine motor skills.
Keyboarding provides many positive benefits for students who have difficulty learning. First of all, keyboarding improves the writing ability of these learners as it does for all young students. Students can compose more quickly and do not have to worry about correct letter formation. Eye-hand coordination tasks may distract from the creative thought and writing process. Students with eye-hand coordination problems often experience frustration when their writing is disorganized, poorly spaced, and poorly formed. Written documents that are neat, legible, and readable help improve the confidence and self-esteem of these students. This in turn may encourage students to do more writing; an accompanying benefit is that they may also read more, which has the potential to improve both reading and writing skills. A spell checker can encourage spontaneity, reduce the stress of worrying about correct spelling, and further enhance the writing process. Keyboarding may help these students become better organized, improve fine motor coordination and eye-hand coordination, and their ability to self-correct. See the resource bibliography for support.