aren't we changing all the keyboards to the Dvorak layout? Our software
supports it.
On Fri, Nov 20, 2009 at 10:37 AM, Joe Frost
<Joe.Frost@phoenixchristian.org>wrote:
> AZ State Standards:
> http://www.ade.az.gov/standards/technology/Articulated_Grade_Level/
>
> Educational Technology Standard Articulated by Grade Level
>
> Strand 6: Technology Operations and Concepts
>
> Concept 2: Application
>
> Grade 3: 5 WPM & 80% accuracy
>
> Grade 4: 10 WPM & 80% accuracy
>
> Grade 5: 15 WPM & 80% accuracy
>
> Grade 6: 20 WPM & 80% accuracy
>
> Grade 7: 25 WPM & 80% accuracy
>
> Grade 8: 30 WPM & 80% accuracy
>
> Grades 9-12: nothing more listed.
>
> -----Original Message-----
> From: Bigenho, Chris [mailto:bigenhoc@greenhill.org]
> Sent: Friday, November 20, 2009 8:15 AM
> To: ISED-L@LISTSERV.SYR.EDU
> Subject: Re: Is Typing Speed Important Anymore
>
> As a kid, both speed and accuracy helped me as well. I hated to use the
> white out or the correction tapes. Remember the typewriters that had a
> correction ribbon? I longed for one of those as a kid. But then, the last
> time I saw a typewriter was at a living museum in East Texas and I don't
> think we are really talking about typing.
>
> Today, with the advent of the computer, auto correct (yes, sometimes it can
> be a curse), spell check etc., speed and accuracy have a different
> relationship. You can actually increase your speed by using these tools.
> Increased speed at the cost of decreased accuracy is a reality and generally
> not a problem.
>
> As for using the correct "keyboarding technique"- who really cares when
> students are typing 40 to 60 wpm with their own technique. Yes, if you catch
> them early, you can help them develop an efficient technique. However, it is
> the end result that is important. Is what they are writing really worth
> capturing in text? That is to say...do they have anything worth capturing
> for others to read? Is what they are writing providing a clear window to
> their understanding?
>
> If we use our class time on higher level thinking skills rather than
> whether they used their right index finger to type "y" or their left little
> finger to type "z" (I think that is correct), we can help make sure they
> have something to say that reveals their understanding. I have seen
> incredible 2-finger typists and had a student a couple of years ago who was
> amazing with only his right index finger. So amazing that I had him try it
> without watching the keyboard- yes, he could do it and was somewhere around
> 40 words a minute. However, it was what he was writing about that was most
> interesting.
>
> Now with all that said, I would argue that today, one of the most important
> skills we could be teaching (in this arena) and reinforcing is that of
> proofing work. It was already stated that most students (and adults) write
> their first draft on the computer. Unfortunately for many, it is the ONLY
> draft. If writers proofed their work and had peers proof their work, the
> need for accuracy of "typing" the first time would be minimized. Tools
> employing AI and natural language recognition allow writers to focus on
> clarity and accuracy of thought, freeing them to explore rather than feel
> constrained by rules of the old world. I imagine there are some who would be
> appalled by the number of typos and misspellings my computer corrected as I
> crafted this message. However, the tools allowed me to focus on the creative
> and cognitive processes rather than the mechanics of capturing my
> thoughts...and for that, I am grateful.
>
> Chris Bigenho
> Director of Educational Technology
> Greenhill School
> 4141 Spring Valley Road
> Addison, TX 75001
> Ph. 972-628-5479
> Fx. 972-628-5279
> bigenhoc@greenhill.org
> www.greenhill.org
>
> Blog: http://bigenhoc.wordpress.com/
> Twitter: bigenhoc
> AIM: chris bigenho
> Yahoo: chris_bigenho
> Skype: chris_bigenho
> Tapped In: ChrisWB
> Delicious: http://delicious.com/bigenhoc Diigo:bigenhoc
>
>
> -----Original Message-----
> From: A forum for independent school educators [mailto:
> ISED-L@LISTSERV.SYR.EDU] On Behalf Of Brian Lee
> Sent: Friday, November 20, 2009 8:38 AM
> To: ISED-L@LISTSERV.SYR.EDU
> Subject: Re: Is Typing Speed Important Anymore
>
> Typing speed and accuracy sure helped me write my papers in the middle of
> the night before my paper was due. Without typing speed and accuracy, it
> would take the student twice as long to write the paper.
>
> Brian Lee
> Manlius Pebble Hill School
>
>
>
> > From: Keith E Gatling <keith@gatling.us>
> > Reply-To: A forum for independent school educators
> > <ISED-L@LISTSERV.SYR.EDU>
> > Date: Fri, 20 Nov 2009 09:18:33 -0500
> > To: <ISED-L@LISTSERV.SYR.EDU>
> > Subject: Is Typing Speed Important Anymore
> >
> > Think about it. The model of typing from dictation or someone else's
> > handwritten first draft is largely dead. Most people are typing "out
> > of their heads" for their first drafts anyway, and any editing done by
> > another person is done from a draft that is already typed.
> >
> > We don't test kids for writing speed, so is there a reason to even
> > test them for typing speed anymore? Sure, the kid who types faster
> > will be able to get their work done faster, but so will the kid who
> > writes faster. Isn't it enough to just give kids the basic skill of
> > proper keyboarding without having to measure their speed anymore?
> > --
> >
> > keg
>
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