skills into the classroom units. The first 15 minutes of each computer
class (grades 4-6) are spent on keyboarding. The students have no trouble
in seeing the immediate application!
Barbara Marshall - Computer Coordinator
Derby Academy
(781) 749-0746
bmarshall@derbyacademy.org
A forum for independent school educators <ISED-L@LISTSERV.SYR.EDU> writes:
>On Fri, Jun 12, 2009 at 11:39 PM, Renee Ramig
><rramig@sevenhillsschool.org>wrote:
>
>> Our technology is totally integrated into the curriculum. We do not
>have
>> any separate technology classes. The teachers evaluate homework by
>subject
>> area (e.g. homework for social studies, homework for English, etc.), so
>> there would be no logical place to put keyboarding into the grading
>> structure.
>
>
>Hmm...couldn't typing be seen as a form of writing, and therefore be
>considered part of English? After all, all of the formatting skills I
>learned long before I learned how to use a Smith-Corona were taught as
>part
>of English or "Language Arts."
>
>
>> Unfortunately, kids, even as young as 4th grade, seem motivated
>primarily
>> by grades. So, without that to motivate them, they just choose not to
>do
>> it.
>
>
>Ah yes. My oldest daughter wasn't really motivated by the narrative report
>cards she got in Lower School, but once she got "real grades," something
>she
>understood, she got to work with absolutely no nagging.
>
>But you know...I think that most of us are no different. If we can't see
>what's in it for us, we're likely not to want to take on a new challenge.
>Sometimes "what's in it for us" is more money, sometimes it's impressing
>someone of the opposite sex, and sometimes it's a good grade.--
>keg
>
>* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
>*
>Keith E Gatling - Computer Instructor
>Manlius Pebble Hill School
>5300 Jamesville Rd
>DeWitt, NY 13214
>315.446.2452
>Website: http://www.gatling.us/keith
>Blog: http://wordfromg.blogspot.com
>
>Some teachers teach subjects. Others teach students.
>* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
>*
>
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