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In my experience of teaching keyboarding, I have found that rarely does a single software program do the whole job. In my opinion, a typing tutor or edutainment keyboarding game is an innapropriate way to teach the early habits and basics of sound keyboarding; if this critical aspect of learning the keyboard is addressed at all! The importance of teaching ergonomics and correct use of hands, fingers and body alignment has become critical in the light of current research into repetitive stress injury and health-related issues. The KeyBoard Coach course addresses the need to teach pre-keyboarding concepts and correct fingering while providing a complete course for those wishing an alternative approach to learn keyboarding. The system incorporates word processing skills and encourages creative writing and editing.
There is an important distinction between the underlying method/philosophy of KeyBoard Coach and that of most currently available commercial software. In the past 20-30 years, methods of teaching typing and most computer keyboarding programs employ a home-row method that teaches first the middle row (an ASDFGHJKL) Only after this meaningless set of letters (letter salad!) has been learned does the home-row method add the rest of the keyboard letters, one at a time, through a series of exercises that are practices in a mindless and rote way. Current edutainment keyboarding software that is based upon the home-row method can be boring and frustrating to many would-be keyboarders.
The materials that I have developed through teaching students over the past ten years are intended to be used by an artful teacher or by a motivated older student or adult. While providing a structure and sequence that I have found to be generic to successful keyboard training, this approach assumes that the teacher will customize and adapt the method to the needs of students; combining the best of all worlds by integrating a copybook and word processor (or tutorial software) with the judicious use of motivating, user- controlled edutainment keyboarding software. Assistive technology is used by providing placement feedback for the middle fingers on the D and K keys by means of sensors and color coded keycaps that show the spatial organization of the columns and the corresponding finger placement. Where appropriate, word prediction, spell check (how best to use it), and text to speech technology are integrated with developing keyboarding skill.
The KeyBoard Coach manual course consists of three sections throughout which runs an underlying premise; that the Ring and Pinkie fingers need to be isolated and strengthened since they are under-used for everyday tasks. Keyboard Coach employs key patterns that work the Ring and Pinkie and the use of the Pointer for two columns/staircases rather than giving equal time (and attention) to every key/finger association. Students discuss an illustration that shows how these fingers share tendons and nerves and why it is important to move from the shoulder shoulder joint to avoid awkward forced finger movement. They understand that the Home Row method, which dictates that anchoring the fingers on asdf jkl;, requires the fingers to move in an unnatural way. This approach requires that the wrist be raised just enough to permit the hands to float over the keys. For students with underdeveloped wrist muscles, a floating wrist rest such as "Comfort Type" (www.comfortpoint.com) is a wonderful assistance.
The KeyBoard Coach system teaches the columns/staircases instead of the home row; middle fingers "center" on D and K, moving away and back to center in a gliding hovering dance of frequent spelling patterns. Even though this system does not espouse the Home Row method, it does address the need for a kind of home base. The middle fingers are provided with additional sensory feedback by means of raised circles (self adhesive removable keycaps or Herzog Hub Key Sensors). These centering devices invite the Middle fingers to return to a center via a "helipad" of "hoverpad" metaphor suggesting a take-off point rather then an anchoring of all four fingers on the Home Row. The use of a single center for each hand has an added advantage for beginning keyboarders and those whose have poor finger control. Namely that when all four fingers are forced to remain in position while one finger as a time moves to type a letter, it is extremely hard to keep the other fingers from "coming along" too. Even with the D and K centres it is imperative to show students how to touch and hover rather than stayed fixed or there will be a extra Ds and Ks scattered through the text being typed. Moreover, it is impossible for the Ring finger and Middle to move without the other coming along; if both Middle and Ring fingers are in contacct with a key it is likely that both will type a letter simultaneously. Needless to say this can cause a good deal of frustration.
The Keyboard Coach method encourages keyboarders to think of words in as frequent unique patterns (the were here pool was) or as combinations of regular parts (ed eg bed begged). Thus, the general feel of keyboarding is that of moving into position to write these patterns as a flow, using the D and K centers a way to regain ones bearings. If the Middle fingers are centred on D and K, then the the staircase concept helps to evoke the relative position of the other finger/key associations.
The first stage, the Orientation, teaches key patterns for learning to keyboard the entire alphabet through multisensory visualization technique; for some this is enough to set them on their way. This is followed by the twelve Introductory Sessions which focus upon specific finger patterns through work with high-frequency spelling and "demon" letter patterns. Each set of patterns is first taught as a part, then embedded in "Finger Twister" words, then practiced as word parts in a tab copy exercises and finally embeded in sentences. Every lesson culminates in a generative writing exercises that develops the ability to "talk through the fingers." These first two sections are designed to facilitate immediate generative writing and by the time the seventh Introductory Session has been completed, speed and accuracy are established through everyday use. For students who need extended structured practice, a third section of twenty Extreme Lessons continues to target frequent syllable and spelling patterns through idiomatic phrases embedded in colorful sentences.
Although the KeyBoard Coach manual, together with computer and keyboard equipment, may be used with just a word processor, the early introduction of computer software as a reinforcer is highly motivating. The KBC software is designed to be used both as a way to develop metacognition and as a motivator; it does not create pressure by judging performance. A step-by-step tutorial is designed to guide a student (alone or with a coach) through the learning procedure and exercise sequence to ensure correct fingering. A practice game call\ed Robochase ensures that fluency develops naturally, as students set speed and accuracy goals to suit their capacity — they can increase the pressure as they feel ready.
Keyboarding is a wonderful skill for all but especially for people who prefer to see their thoughts in a physical form in order to organize and prioritize what they are attempting to communicate. The computer screen presents writing as a patterned progression that invites reorganization and helps clarify thought -- writing becomes content-oriented, not spelling-bound. Handwriting and typewriter typing cannot be easily changed. However, in computer keyboarding, errors and illogical arrangements stand out clearly on the screen and invite editing. This encourages writing and creative rewriting. This bonus of computer word processing has inspired the Keyboard Coach system; every part of the system has been developed and honed for and with students through my decade of applying the computer as tool for teaching, learning and student productivity.
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© Elspeth Sladden 1997
