A few years ago, we discovered that graduates of our school (outgoing 6th g=
raders) had a reputation as "those who didn't really know how to type" when=
they moved on to secondary school. As a result, we have stepped up our ke=
yboarding instruction the past few years, with the goal of our graduates ac=
curately keyboarding at 25+ WPM by the end of 6th grade.
"Keyboarding" is taught by the technology teacher for three weeks at the en=
d of 3rd grade. Incoming 4th graders are sent a letter in August encouragin=
g them to practice their keyboarding skills. Grades 4-6 spend the first 2 w=
eeks of school, 20 minutes per day/4-5 days per week, refreshing their keyb=
oarding skills, taught by the technology assistant teacher. The first few w=
eeks of 4th grade, the classroom teachers also assign 20 minutes of keyboar=
ding practice per night. Each student's net WPM (corrected for accuracy) is=
written in the technology section of their report cards beginning in 4th g=
rade.
I just did a keyboarding test with our 6th graders this week for their firs=
t trimester report cards. While the majority of students have inaccurate fi=
ngering, they ARE able to accurately keyboard at 24-59 WPM. While I encoura=
ge them to practice proper finger placement, I am beginning to wonder if pr=
oper finger placement is really the goal. As Renee said, devices change the=
way students type. If they can accurately keyboard at 59 WPM, without look=
ing at the keys, but only use 3 fingers per hand...is that ok?
It is interesting to read everyone's opinion on this, and helpful to hear y=
our struggles as well. It makes me realize that my school is not alone in o=
ur ongoing debate about keyboarding skills, accuracy, time, and classroom t=
eacher participation.
~Jayme
Jayme Johnson
Director of Academic Technology
Village School
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