keyboarding

Key Assessment Part 1: Identification of Learning Problem

Target Audience

The audience for this instructional unit is third through fifth grade learners. Fifty percent of the learners attending Sand Hill Elementary School (SHES) have access to a computer at home, a relative's home, or a friend's house. However, not all households with a computer have access to the Internet. The technology understanding ranges with the age of the learner and their level of home computer use. The learners range in their level of desire but most are very eager to explore the digital world.

Problem Identification

As students enter school most are in the early stages of keyboarding. Keyboarding is the term used to describe the main form of data entry into a personal computer today. The placement of the letters or keys is similar to a typewriter of the past. Efficient keyboarding is essential for using word processing, publishing, and presentation software. Efficient keyboarding improves the learning response and increases the learners’ motivation. The use of computers to complete school work is often motivating to students and results in more polished work. Students with keyboarding skills demonstrate a higher level of confidence and typically higher level results.

Very few learners practice keyboarding skills at home to become proficient. More time needs to be spent teaching and improving keyboarding skills for learners to be more proficient. Bullock (2005) believes that keyboarding skills should be taught at the elementary school.

It is important for early learners to be taught basic keyboarding skills. Students who learn proper techniques build speed and accuracy. Without proper training learners may have incorrect hand and finger placement which could lead to a “hunt and peck” approach to typing according to Mote (2004). If no keyboarding skills are taught, it may be necessary to reteach keyboarding skills to those learners at a later time. Efficient keyboarding skills allow the learner to focus on what they are creating rather what keys they are tapping. In order for the skill of keyboarding to be mastered, according to Mote (2004) one must be able to let his or her fingers flow freely. Research indicates that keyboarding, while considered to be an advanced skill, may actually be less cognitively and physically demanding than handwriting.

Local surveys of Instructional Technology teachers in Effingham County indicate K-2 learners lack fine motor skills. This limitation hampers their ability to fully utilize a keyboard efficiently. Older learners (3rd – 5th) have higher demands placed on them to fully utilize their keyboarding skills. It is important learners are efficient and effective with their time to fully embrace the software skills they are taught. Limitations with keyboarding will hinder their grasp of the new tools. This instructional unit will teach learners how to properly sit for keyboarding by providing pictorial representations of the correct posture. Learners will also gain knowledge of correct hand

placement on home row keys through exposure of pictorial images. This unit will help to improve learners’ knowledge of specific key locations through the use of keyboarding games.

Instructional Goals

The learner will be able to demonstrate proper posture and home key finger placement on a keyboard.

The learner will be able to demonstrate the location of various alphabet characters, numbers, and some computer function keys.

The learner will demonstrate an improvement in key usage and location.

References

Bullock, A. (2005) Practical considerations for the implementation of keyboarding instruction in the elementary school. Retrieved from http://chiron.valdosta.edu/are/litreviews/vol4no2/AllenBullock_LitRev.pdf

Mote, Y. (2004). Keyboarding instruction for special needs elementary students (Doctoral dissertation, Valdosta State University). Retrieved from http://teach.valdosta.edu/are/vol3no1/pdf/YMote-Article.pdf

Key Assessment Part II: Learner Analysis

Introduction

The targeted group of learners is third through fifth grade at Sand Hill Elementary School (SHES) in Guyton, Georgia. The targeted group is forty-five percent of the student population at SHES. Based on Effingham County’s Infinite Campus database attendance records, the learners represent 241 students. This group consists of forty-seven percent boys and fifty-three percent girls. According to the Statewide Longitudinal Data System (SLDS), there are eighty-nine percent White/non-Hispanic, six percent Black/non-Hispanic, two percent Hispanic, two percent multi-racial and one percent Asian. Fifty-five percent of the targeted learners are economically disadvantaged and twenty percent are students with disabilities. There are no learners in the group classified as English Language Learners (ELL). Five percent of the learners have been retained at some point in the elementary experience. Gifted learners represent eleven percent of the targeted group. Several sources of compiled data have been used to complete the learner analysis. The sources consist of SHES records as well as compiled Effingham County and state records.

Entry Skills and Prior Knowledge

Fifty percent of the learners in the targeted group have access to a computer. Their level of knowledge and ability is reinforced by computer use and training at SHES. Students in kindergarten through fifth grade attend Computer Literacy class. Students learn the parts of a computer workstation, how to use a PC, applications, and websites that are grade level appropriate. Lessons are aligned with the National Educational Technology Standards (NETS-S) developed by the International Society for Technology in Education (ISTE). Along with Computer Literacy classes, learners are further exposed to computer use by their respective classroom teachers through assignments and projects as they tie in academics to computer applications.

Learners who maintain their attendance at SHES receive a thorough education and training of PC use, understanding, and interaction. Learners new to SHES are quickly assessed for Computer Literacy knowledge and extra effort is provided to fill any detected limitations. Individual attention is given to those who are not as computer literate as their peers.

Attitudes toward Content & Academic Motivation

Most students at SHES are excited and very motivated to attend their Computer Literacy classes. Based on personal observations and conversations with students, learners comment positively about their experience in this class. Many students have expressed how excited they are when they go to class. They show an eagerness to learn and are motivated to experience all that is offered. Teachers have also commented about how excited their learners are attending these classes. Another indication of learner motivation is the lack of discipline problems experienced

in Computer Literacy class. If students were less motivated discipline issues would be more prevalent.

Educational Ability Levels

The Criterion-Referenced Competency Test (CRCT) is used to measure student performance in Reading, English/Language Arts, Mathematics, Science, and Social Studies. Test results indicate how well learners obtain the skills and knowledge for the five main content areas. Individual student strengths and weaknesses are discovered through participation in this test. Identification of learners’ strengths and weaknesses provide information needed to help teachers plan instruction to meet their academic needs. In Effingham County this test is administered to 3rd, 4th, and 5th graders in the elementary schools to limit expenses. CRCT testing results show the learners at Sand Hill have average to above average capability. The test was administered to 3rd, 4th, and 5th graders at Sand Hill during the spring of 2013. The peer group is other 3rd, 4th, and 5th grade learners in the state of Georgia who took the test during the same period. The performance indicators show ninety-five percent of SHES learners meet or exceed their peer group expectations in Reading and Language Arts. In Math ninety-three percent of the learners met or exceeded expectations. The tested SHES learners also achieved in Science and Social Studies with ninety-one and ninety-four percent, respectively.

Special adaptations are provided for learners with special needs. Trackballs are available for those with reduced or limited motor skills. Special keyboards and oversized monitors are provided for those learners with vision impairment.

General Learning Preferences

Information gathered from a student survey and teacher observations indicates that learners prefer the use of games as a learning tool. They enjoy earning game tokens or rewards. It is especially gratifying to learners as they earn tokens or points that they can use to buy game rewards. The rewards in each program vary depending on its format. Rewards may be earning trophies and certificates, unlocking characters, accumulating points to decorate the avatar’s room, or collecting coins to buy new clothes, toys, and other items for the avatar. They are excited by setting a goal and obtaining it. Learners are driven by earning online rewards.

Attitude toward Teachers and School

Most students enjoy attending Sand Hill Elementary School. Many have expressed regret when they are promoted from 5th to 6th grade and must leave to attend middle school. Past students of SHES have returned years later, some as adults, to express their gratitude to their past teachers. Some have returned to say they are sorry for the disruptions they caused when they attended

SHES. Several parents have also commented on the loving nature of the SHES staff. This facility is known as the little school with a big heart.

Group Characteristics (including social characteristics and relevant cultural information)

Sand Hill Elementary School is located in the rural setting of Effingham County. This county is a bedroom community to nearby Savannah. SHES students, as well as all students in Effingham County, are required to wear school uniforms so their physical appearance does not cause distractions in the educational setting. Fifty-five percent of the targeted learners receive either free or reduced lunch. SHES qualifies as a Title I school. The majority of the learners are White and from non-Hispanic heritage. There are no non-English speaking students in the targeted learners. Five percent of the targeted learners have been retained for one year. Therefore, the learner population is age appropriate. Twenty percent of the learners have a disability. No special supplies are needed for Computer Literacy class; therefore, no learners are lacking supplies.

Key Assessment Part III: Task Analysis

A topic and a procedural analysis are used in this task analysis. Using both methodologies allow the task to be thoroughly evaluated. A topic analysis is used to capture the details and actions needed for the design. Having the detailed information allows the final design to fit the needs. A procedural analysis is performed through observation of accomplished keyboarding learners as they access some various software applications. The observed students were advanced in their understanding and use of a keyboard. The initial outline covers the topic aspects of the task. The latter section of the outline is based on the procedural outline developed by observing current accomplished keyboarders. The meshing of these two strategies offers a complete picture of needs and actions.

Subject Matter Expert (SME)

As the Technology Instructor at Sand Hill Elementary School (SHES) I am uniquely qualified to be the SME for this task analysis. I have been in this position for nine years. My responsibilities include teaching Computer Literacy to Kindergarten through Fifth grade, troubleshooting all technology equipment (wireless pads/pens, projectors, televisions, student responders, digital still and video cameras, webcams, document cameras, microphones, DVD players, printers, scanners, staff and student computer workstations), setting up new computer workstations and printers, imaging new computers, troubleshooting software, overseeing the resource lab, sub-site director for the school website, school photographer, yearbook creation, inventory all technology equipment, and assisting teachers with computers and other technology equipment. During my time in this position my knowledge of computer literacy has grown and expanded. My formal training is a B.S. in Early Childhood Education from Armstrong Atlantic State University (1984) in Savannah, Georgia. I have the endorsement for teaching Gifted and Talented students and the Teacher Support Specialist endorsement. I am currently working on my Masters in Instructional Technology at Georgia Southern University located in Statesboro, Georgia.

Task Analysis Outline

1. What is the proper sitting position for keyboarding?

1.1 Correct sitting posture

1.1a Feet in front and flat on the floor or on a foot rest

1.1b Sitting up straight with back supported

2. What are the correct hand positions on the keyboard?

2.1 The learner identifies the location of the home row keys.

2.1a Fingers on keyboard at the home key location

2.1b Left hand on A, S, D, F keys

2.1c Right hand on J, K, L, ; keys

2.1d Thumbs hover above the space bar

3. Does the learner know where specific keys are located?

3.1 Knowledge of key placement on the keyboard

3.1a Location of letter keys

3.1b Location of number keys

3.1c Location of special character keys

4. How will learners access the training?

4.1 Location of learner

4.1a At school

4.1a.1 Computer is up and running in classroom to save time.

4.1b At home

4.1b.1 Turn on PC.

4.1b.2 Log in to the Internet.

4.b.2a Learners will need to know their log in information.

4.2 Activate link to keyboard website or software.

4.3 Select a keyboard game or link.

4.4 Play game or complete activity.

4.4a Selection of games with tokens or rewards is more exciting to learners.

4.5 Close game.

4.6 Select new activity/game or close website.

4.7 Return PC to its original status.

Yes

No

Yes

No

Home

SHES

How will learners access website?

Where is the learner located?

Computer is running in

classroom to save time.

Is the computer

on?

Turn the computer on.

Log in to the Internet.

Learners will need their

Internet log in information.

Activate link to keyboard website.

Select keyboard game/link.

Play game or complete activity.

Games with tokens or rewards motivate learners.

Close game.Are you done?

Return PC to its original status.

Key Assessment Part IV: Instructional Objectives

Terminal Objective 1: The learner is able to determine the proper sitting position for

keyboarding.

Enabling Objectives:

1A The learner selects the correct foot position from multiple pictorial options.

Cognitive Domain

1B The learner selects the correct posture position from multiple pictorial options.

Cognitive Domain

Terminal Objective 2: The learner identifies the location of the home row keys.


2A. The learner selects the correct left hand placement on A, S, D, F keys from multiple

pictorial options. Cognitive Domain

2B The learner selects the correct right hand placement on J, K, L, ; keys from multiple

pictorial options. Cognitive Domain

2C The learner selects the correct thumb placement to hover above the space bar from

multiple pictorial options. Cognitive Domain

Terminal Objective 3: The learner identifies the location of specific keys on the keyboard.


3A The learner identifies the location of the letter keys. Cognitive Domain

3B The learner identifies the location of the number keys. Cognitive Domain

3C The learner identifies the location of special characters on the keyboard. Cognitive

Domain

Classification of Instructional Objectives

PerformanceContent Recall ApplicationFactConceptPrinciples and rules 1A, 1BProcedure 2A, 2B, 2C,3A, 3B, 3C 1, 2, 3InterpersonalAttitude

Relationship of Instructional Objectives and Standards

1, 1A, 1B, 2, 2A, 2B, 2C, 3, 3A, 3B, 3C

ELACC3W6 Production and Distribution of Writing: With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

1, 1A, 1B, 2, 2A, 2B, 2C, 3, 3A, 3B, 3C

ELACC4W6 Production and Distribution of Writing: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

1, 1A, 1B, 2, 2A, 2B, 2C, 3, 3A, 3B, 3C

ELACC5W6 Production and Distribution of Writing: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

These are GPS tasks that align to the National Educational Technology Standards for Students (NETS-S). These tasks were created by Georgia teachers during the summer of 2010 and address the strands that are measured by the 21st Century Skills Assessment.

Key Assessment Part V: Development of Assessments

Lessons Instructional Strategies Goals Objectives UDL Assessments

Lesson 1 Learners will view a video that shows them how to sit properly for keyboarding. It will also discuss the benefits of sitting properly while keyboarding. A diagram of a labeled keyboard will also be provided. Learners will be provided with two games. Game one’s strategy is to identify whether or not each picture given portrays the proper posture for keyboarding by selecting correct or incorrect. Game two’s strategy is to practice grouping pictures with correct and incorrect posture shown.

The learner knows the proper sitting position for keyboarding.

Terminal Objective 1: The learner is able to determine the proper sitting technique for keyboarding.

Enabling Objectives:1A: The learner selects the correct foot position from multiple pictorial options.

1B: The learner selects the correct posture position from multiple pictorial options.

Differentiation by representation is used by giving the learners a choice of introductory activities which includes a video or a diagram. The choices offer the learner the ability to customize the display of information to their preference – video or diagram. Differentiation by multiple means of expression and action is provided by the option of two game formats. One game is a grouping activity and the other requires identification of pictures as correct or incorrect. The learner can select their choice of game type based on their preference of game strategies.

The learners will identify given pictures as correct or incorrect body posture and foot placement. A second option will be to label a diagram with the correct descriptions. Learners will have a third option to include knowledge gained in this objective in a digital presentation. Learners will begin creating the digital presentation by including information learned in this objective. Learners will use presentation formats in which they are familiar. Digital presentation choices are Prezi, MS PowerPoint, and Glogster.

Lesson 2 Learners will view a video that shows them the location of the home keys, the correct left hand, right hand,

The learner knows the location of the home row keys.


Differentiation by representation is used by giving the learners a choice of introductory activities which includes

The learners will identify given pictures as correct or incorrect for hand placement on home row keys and

and thumb locations. A diagram of a labeled keyboard will also be provided. Keyboarding games will be used to reinforce learners’ understanding of the home keys and their location. Learners will identify home key locations by playing a series of keyboarding games.

Enabling Objectives:2A: The learner selects the correct left hand placement on A, S, D, F keys from multiple pictorial options.

2B: The learner selects the correct right hand placement on J, K, L, ; keys from multiple pictorial options.

2C: The learner selects the correct thumb placement to hover above the space bar from multiple pictorial options.

a video or a diagram. The choices offer the learner the ability to customize the display of information to their preference – video or diagram. Differentiation by multiple means of expression and action is provided by the option of multiple game formats. The learner can select their choice of game type based on their preferences.

space bar location. A second option will be to label home row keys and space bar key on a diagram of a blank keyboard. Learners will have a third option to include knowledge gained in this objective in a digital presentation. Learners will add slides to their digital presentation to include this objective. Learners will use presentation formats in which they are familiar. Digital presentation choices are Prezi, MS PowerPoint, and Glogster.

Lesson 3 Learners will view a video that shows the layout of keys on a keyboard. Emphasis will be placed on letters, numbers and special keys. A diagram of a labeled keyboard will also be provided. Keyboard games will be used to reinforce the learners’ understanding of letter, number and

The learner knows the location of specific keys on the keyboard.


Enabling Objectives:3A: The learner identifies the location of the letter keys.

3B: The learner identifies the location

Differentiation by representation is used by giving the learners a choice of introductory activities which includes a video or a diagram. The choices offer the learner the ability to customize the display of information to their preference – video or diagram. Differentiation by multiple means of

The learners will identify incorrect keys on a picture of a keyboard by circling the incorrect keys. A second option will be to label letter, number, special character, and space bar keys on a keyboard diagram that has some missing labels. Learners will have a third option to

special key locations. The learners will identify letter, number and special key locations by playing a series of keyboarding games.

of the number keys.

3C: The learner identifies the location of special characters on the keyboard.

expression and action is provided by the option of multiple game formats. The learner can select their choice of game type based on their preferences.

include knowledge gained in this objective in a digital presentation. Learners will add slides covering this objectiveto complete their digital presentation. Learners will use presentation formats in which they are familiar. Digital presentation choices are Prezi, MS PowerPoint, and Glogster. Digital presentations will be submitted to the teacher.

Key Assessment Part V: Differentiation Plan

Key Assessment Part V: bullet 5

Learners will have a choice to complete one of three assessments per objective. The third assessment option of each objective combines all three lessons into one digital presentation (Prezi, MS PowerPoint, and Glogster). Based on the learner analysis the most outstanding concern is the 20% of learners with disabilities. Their disabilities are based on academic limitations and emotional disorders. The assessments have been designed to meet the needs of all learners. The UDL of the assessments is based on the learner having to complete 1 of 3 options. The assessments for this instructional unit are criterion-referenced since they are aligned with specific learning objectives. Learners are expected to master the given objects. Learning each objective in sequential order helps the learner build the skills necessary for mastery.

Assessment UDLObjective 1Option 1

The learners will identify given pictures as correct or incorrect body posture and foot placement.

The assessments provide multiple means of engagement by offering learners the ability of choice and autonomy to select their option to complete (1, 2 or 3). It is expected that learners with low drive and motivation will select option 1 or 2. Option 3 is expected to appeal to the largest population of learners based on their desire to create using digital software. Option 3 also allows learners to show their creative side in completing their assessment.

Option 2 The learners will label a diagram with the correct body posture and foot placement descriptions.

Option 3 Learners will create a digital presentation to show their knowledge gained. Digital presentation choices are Prezi, MS PowerPoint, and Glogster.

Objective 2Option 1

The learners will identify given pictures as correct or incorrect for hand placement on home row keys and space bar location.

The assessments provide multiple means of engagement by offering learners the ability of choice and autonomy to select their option to complete (1, 2 or 3). It is expected that learners with low drive and motivation will select option 1 or 2. Option 3 is expected to appeal to the largest population of learners based on their desire to create using digital software. Option 3 also allows learners to show their creative side in completing their assessment.

Option 2 Learners will label home row keys and space bar key on a diagram of a blank keyboard.


Objective 3Option 1

The learners will identify incorrect keys on a picture of a

The assessments provide multiple means of engagement by offering learners the ability of

keyboard by circling the incorrect keys.

choice and autonomy to select their option to complete (1, 2 or 3). It is expected that learners with low drive and motivation will select option 1 or 2. Option 3 is expected to appeal to the largest population of learners based on their desire to create using digital software. Option 3 also allows learners to show their creative side in completing their assessment.

Option 2 The learner will label letter, number, special character, and space bar keys on a keyboard diagram that has some missing labels.


Lesson 1: Assessment option 1

Use the drop boxes below each picture to identify it as “correct” or “incorrect”.

1. 2.

Click here. Click here.

3. 4.


5. 6.


Lesson 1: Assessment option 1- Answer Key


1. 2.

Correct Incorrect

3. 4.

Incorrect Incorrect

5. 6.

Correct Incorrect

Lesson 1: Assessment Option 2

Use the drop boxes to add correct labels for proper posture for keyboarding to the poster below.

Click here.

Click here.


Lesson 1: Assessment Option 2 – Answer Key

Use the drop boxes to add correct labels for proper posture for keyboarding to the poster below.

Eyes should be level with top of screen.

Back should be straight.

Arms should be bent at a 90 degree angle with elbows by your side.

Feet should be flat on the floor or on a foot rest.

Lesson 2: Assessment option 1


1. 2.


3. 4.


5. 6.


Lesson 2: Assessment option 1 – Answer Key


1. 2.

Incorrect Incorrect

3. 4.

Incorrect Correct

5. 6.

Correct Correct


Use the drop boxes to label the blank “pink” keys on the keyboard.

Click here.

Click here.

Click here.

Click here.

Click here.

Click here.

Click here.



Use the drop boxes to label the blank “pink” keys on the keyboard.

A D Space Bar

K ; F

S

J L

KA Online Module Lesson 3 – Assessment Option 1

Circle each key that is labeled wrong.

KA Online Module Lesson 3 – Assessment Option 1 – Answer Key

Circle each key that is labeled incorrectly.


Use the drop boxes to label the blank “green” keys on the keyboard.


Click here.



Click here.



Use the drop boxes to label the blank “green” keys on the keyboard.

Enter Backspace

Shift

Windows Alt Alt

Windows

Shift Arrows Number Pad

Assessment Option 3 for Lessons 1, 2, & 3-Power Point Presentation Sample

Keyboarding Knowledge

Mrs. TurnerJoe Smith – 3rd Period

SHES

Correct Posture

Arms parallel to keyboard

Back upright and supported

Feet Flat on the Floor

Correct Home Row Keys

Lef t Hand: Pinky - A, Ring - S, Middle - D, I ndex - F, Thumb over space barRight Hand: Pinky – semi-colon, Ring – L, Middle – K, I ndex – J , Thumb over space bar

Correct Key LocationNumbers

Home Key Row

Space Bar

Letters

Special Keys on Side Special Keys on Side

Multimedia Project : Keyboarding Knowledge Teacher Name: Mrs. Turner

Student Name: ________________________________________

CATEGORY 4 3 2 1

Content Covers topic in-depth with details and examples. Subject knowledge is excellent.

Includes essential knowledge about the topic. Subject knowledge appears to be good.

Includes essential information about the topic but there are 1-2 factual errors.

Content is minimal OR there are several factual errors.

Organization Content is well organized using headings or bulleted lists to group related material.

Uses headings or bulleted lists to organize, but the overall organization of topics appears flawed.

Content is logically organized for the most part.

There was no clear or logical organizational structure, just lots of facts.

Mechanics No misspellings or grammatical errors.

Three or fewer misspellings and/or mechanical errors.

Four misspellings and/or grammatical errors.

More than 4 errors in spelling or grammar.

Attractiveness Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.

Makes good use of font, color, graphics, effects, etc. to enhance to presentation.

Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.

Use of font, color, graphics, effects etc. but these often distract from the presentation content.

Originality Product shows a large amount of original thought. Ideas are creative

Product shows some original thought. Work shows new ideas and insights.

Uses other people's ideas (giving them credit), but there is little evidence of

Uses other people's ideas, but does not give them credit.

and inventive. original thinking.

Key Assessment Part VI: Content Sequencing and Instructional Strategies

Instructional Sequence

Sequence Description Objective1 The learner is able to determine the proper sitting position for

keyboarding.1

2 The learner identifies the location of the home row keys. 23 The learner identifies the location of specific keys on the keyboard. 3

The given sequence builds on concepts in a learning-related order. The sequencing follows an identifiable prerequisite format. It is important that a learner sits in the proper position prior to learning the home key location. This could prevent repetitive ergonomic related injuries. The home key hand placement is important to know so learners are capable of reaching the entire keyboard and still return their hands to the correct home position. The sequencing also follows a difficulty format as the keyboarding lessons taught move from easy to difficult.

Lesson 1: Learning Proper Keyboarding Posture

Objective 1: The learner is able to determine the proper sitting position for keyboarding.

Objective 1A: The learner selects the correct foot position from multiple pictorial options.

Objective 1B: The learner selects the correct posture position from multiple pictorial options.

Initial Presentation: Learners will view a video that shows them how to sit properly for keyboarding. The video shows the correct sitting, back, hand, and keyboard positions. A diagram of a labeled keyboard will also be provided. The diagram will show the same information as conveyed in the video.

Differentiation by representation is used by giving the learners a choice of introductory activities which includes a video or a diagram. The choices offer the learner the ability to customize the display of information to their preference – video or diagram.

Generative Strategy: Learners will be provided with two games. Game one’s strategy is to identify whether or not each picture given portrays the proper posture for keyboarding by selecting correct or incorrect. Game two’s strategy is to practice grouping pictures with correct and incorrect posture shown.

Differentiation by multiple means of expression and action is provided by the option of two game formats. One game is a grouping activity and the other requires identification of pictures as correct or incorrect. The learner can select their choice of game type based on their preference of game strategies.

Lesson 2: Learning the Home Row Keys

Objective 2: The learner identifies the location of the home row keys.

Objective 2A: The learner selects the correct left hand placement on A, S, D, F keys from multiple pictorial options.

Objective 2B: The learner selects the correct right hand placement on J, K, L, ; keys from multiple pictorial options.

Objective 2C: The learner selects the correct thumb placement to hover above the space bar from multiple pictorial options.

Initial Presentation: Learners will view a video that shows them the location of the home keys, the correct left hand, right hand and thumb locations. A diagram of a labeled keyboard will also be provided.


Generative Strategy: Keyboarding games will be used to reinforce the learner’s understanding of the home keys and their location. The learner will identify home key locations by playing a series of keyboarding games.

Differentiation by multiple means of expression and action is provided by the option of multiple game formats. The learner can select their choice of game type based on their preferences.

Lesson 3: Locating Specific Keys on the Keyboard

Objective 3: The learner identifies the location of specific keys on the keyboard.

Objective 3A: The learner identifies the location of the letter keys.

Objective 3B: The learner identifies the location of the number keys.

Objective 3C: The learner identifies the location of special characters on the keyboard.

Initial Presentation: Learners will view a digital presentation that shows the layout of keys on a keyboard. Emphasis will be placed on letters, numbers and special keys. A diagram of a labeled keyboard will also be provided.


Generative Strategy: Keyboard games will be used to reinforce the learner’s understanding of letter, number and special key locations. The learner will identify letter, number and special key locations by playing a series of keyboarding games.

Differentiation by multiple means of expression and action is provided by the option of multiple game formats. The learner can select their choice of game type based on their preferences.

References:

Kalman, H., Kemp, J., Morrison, G. & Ross, S. (2013) Designing the instructional message. In R. Johnston, B. Cheetham, & A. Melhorn (Eds.), Designing effective instruction (7 ed., pp.172-178). United States:John Wiley & Sons, Inc.

Kalman, H., Kemp, J., Morrison, G. & Ross, S. (2013) Design considerations for technology-based instruction. In R. Johnston, B. Cheetham, & A. Melhorn (Eds.), Designing effective instruction (7 ed., pp. 226-227). United States:John Wiley & Sons, Inc.

Key Assessment Part VII: Design of Instruction

Lessons Instructional Strategies Goals Objectives UDL Assessments

Lesson 1 Learners will view a video that shows them how to sit properly for keyboarding. It will also discuss the benefits of sitting properly while keyboarding. A diagram of a labeled keyboard will also be provided. Learners will be provided with two games. Game one’s strategy is to identify whether or not each picture given portrays the proper posture for keyboarding by selecting correct or incorrect. Game two’s strategy is to practice grouping pictures with correct and incorrect posture shown.

The learner knows the proper sitting position for keyboarding.

Terminal Objective 1: The learner is able to determine the proper sitting technique for keyboarding.

Enabling Objectives:1A: The learner selects the correct foot position from multiple pictorial options.

1B: The learner selects the correct posture position from multiple pictorial options.

Differentiation by representation is used by giving the learners a choice of introductory activities which includes a video or a diagram. The choices offer the learner the ability to customize the display of information to their preference – video or diagram. Differentiation by multiple means of expression and action is provided by the option of two game formats. One game is a grouping activity and the other requires identification of pictures as correct or incorrect. The learner can select their choice of game type based on their preference of game strategies.

The learners will identify given pictures as correct or incorrect body posture and foot placement. A second option will be to label a diagram with the correct descriptions. Learners will have a third option to include knowledge gained in this objective in a digital presentation. Learners will begin creating the digital presentations by including information learned in this objective. Learners will use presentation formats in which they are familiar. Digital presentation choices are Prezi, MS PowerPoint, and Glogster.

Lesson 2 Learners will view a video that shows them the location of the home keys, the correct

The learner knows the location of the home


Differentiation by representation is used by giving the learners a choice of introductory

The learners will identify given pictures as correct or incorrect for hand placement on

left hand, right hand, and thumb locations. A diagram of a labeled keyboard will also be provided. Keyboarding games will be used to reinforce learners’ understanding of the home keys and their location. Learners will identify home key locations by playing a series of keyboarding games.

row keys.Enabling Objectives:2A: The learner selects the correct left hand placement on A, S, D, F keys from multiple pictorial options.

2B: The learner selects the correct right hand placement on J, K, L, ; keys from multiple pictorial options.

2C: The learner selects the correct thumb placement to hover above the space bar from multiple pictorial options.

activities which includes a video or a diagram. The choices offer the learner the ability to customize the display of information to their preference – video or diagram. Differentiation by multiple means of expression and action is provided by the option of multiple game formats. The learner can select their choice of game type based on their preferences.

home row keys and space bar location. A second option will be to label home row keys and space bar key on a diagram of a blank keyboard. Learners will have a third option to include knowledge gained in this objective in a digital presentation. Learners will add slides to their digital presentations to include this objective. Learners will use presentation formats in which they are familiar. Digital presentation choices are Prezi, MS PowerPoint, and Glogster.

Lesson 3 Learners will view a video that shows the layout of keys on a keyboard. Emphasis will be placed on letters, numbers and special keys. A diagram of a labeled keyboard will also be provided. Keyboard games will be used to reinforce the learners’ understanding

The learner knows the location of specific keys on the keyboard.


Enabling Objectives:3A: The learner identifies the location of the letter keys.

3B: The learner

Differentiation by representation is used by giving the learners a choice of introductory activities which includes a video or a diagram. The choices offer the learner the ability to customize the display of information to their preference – video or diagram. Differentiation

The learners will identify incorrect keys on a picture of a keyboard by circling the incorrect keys. A second option will be to label letter, number, special character, and space bar keys on a keyboard diagram that has some missing labels. Learners will

of letter, number and special key locations. The learners will identify letter, number and special key locations by playing a series of keyboarding games.

identifies the location of the number keys.

3C: The learner identifies the location of special characters on the keyboard.

by multiple means of expression and action is provided by the option of multiple game formats. The learner can select their choice of game type based on their preferences.

have a third option to include knowledge gained in this objective in a digital presentation. Learners will add slides covering this objectiveto complete their digital presentation. Learners will use presentation formats in which they are familiar. Digital presentation choices are Prezi, MS PowerPoint, and Glogster. Digital presentations will be submitted to the teacher.

Key Assessment Part VIII: Formative Evaluation Plan

1. Learner evaluations will be collected by students completing the form online and submitting it. Once submitted the results are sent to my email account. Since I am serving as my own SME, another technology teacher will be my peer reviewer for this instructional unit. My peer reviewer, Amy Rippey, will have access to my online module by providing her with a username and password. Amy earned her bachelor’s degree in Early Childhood Education from Valdosta State University and her master’s degree in Instructional Technology from Georgia Southern University. She is the technology teacher at Blandford Elementary School in Effingham County. She has sixteen years’ experience as an elementary educator. After Amy completes her evaluation of my online module, she will email the results to me.

2. Student Survey

Thank you for taking the Online Module Learning Survey. I greatly appreciate your time and honesty in answering these questions.

Respond to each item by selecting the choice that best matches your experience.

# QuestionStrongly

AgreeAgree Disagree

Strongly Disagree

1I chose to complete the pictorial option for my assessment in each lesson. O O O O

2I studied the diagram for the introduction in each lesson. O O O O

3After completing this module, I know how to position my legs and feet for keyboarding. O O O O

4I chose to complete the pictorial option for my assessment in one lesson. O O O O

5 I liked doing the activities in this module. O O O O6

I was able to find an activity I liked for each lesson. O O O O

7I watched the video for the introduction in each lesson. O O O O

8The lesson activities helped me learn the content for this learning module. O O O O

9After completing this module, I know the home row keys. O O O O

10I chose to complete the diagram as my assessment in one lesson. O O O O

11After completing this module, I know how to position my arms and hands for keyboarding. O O O O

12 I enjoyed learning about keyboarding. O O O O13 The activities I used in this module were fun. O O O O14

I chose to complete the diagram as my assessment in each lesson. O O O O

15I enjoyed playing the keyboarding games to learn key locations on the keyboard. O O O O

16After completing this module, I know how to sit properly for keyboarding. O O O O

17The assessment choices provided me the opportunity to show what I learned. O O O O

18I chose to complete the diagram as my assessment in two lessons. O O O O

19The lesson choices helped me understand the content better. O O O O

20I watched the video and studied the diagram for each lesson. O O O O

21After completing this module, I know the location of the home row keys. O O O O

22I chose to complete the pictorial option for my assessment in two lessons. O O O O

23I chose to create a digital presentation as my assessment for this online module. O O O O

# Question Prezi Glogster PowerPoint24

I created a digital presentation using _______ as my assessment tool. O O O

Peer Reviewer Survey:

# Question Strongly Agree

Agree Disagree Strongly Disagree

1Instructional strategies are appropriate for targeted

learners. O O O O2

Games provided for each lesson are varied to appeal to all learners. O O O O

3Lesson introduction choices are appropriate for

learners. O O O O4

Instructional activities are appropriate for identified objectives. O O O O

5Differentiation by multiple means of expression and action is provided by the option of two game

formats.O O O O

6Instructional strategies are appropriate for

identified objectives. O O O O

7Differentiation by representation is used by giving learners a choice of introductory activities which

includes a video or a diagram.O O O O

8Lesson introductions are appropriate for targeted

learners. O O O O

9

Differentiation by representation is used by offering learners the ability to customize the

display of information to their preference – video or diagram.

O O O O

10Instructional activities were appropriate for

targeted learners. O O O O11

The two introduction choices given for each lesson is varied enough to meet each learner’s needs. O O O O

12Questions on student survey are appropriate for

targeted learners. O O O O13

Assessment choices are varied enough to provide alternatives for all learners. O O O O

14Objectives identified are appropriate for this

online learning module. O O O O15

Assessment choices are appropriate for targeted learners. O O O O

16

Differentiation by multiple means of expression and action is provided by the option that learners

can select their choice of game type based on their preference of game strategies.

O O O O

17Student survey is appropriate for student

evaluation of online module. O O O O18

Lesson introduction choices will help learners understand the purpose for each lesson. O O O O

19Diagrams used in introductions are appropriate for

targeted leaners. O O O O20

Pictures used for introductions, activities, and assessments are appropriate for learners. O O O O

Add any additional comments or suggestions felt to be pertinent.

3. Review and Analyze Data

Completed surveys will be sent to my email account. Data will be collected through student surveys. Collected data will be coded and entered into a table to ease the task of locating common themes. Themes identified will be used to make adjustments in the online module. Peer reviewer survey responses will be used to make changes in the online module.

keyboarding

Documents

efficient keyboarding

basic keyboarding skills

skill of keyboarding

early learners

important learners

learners motivation

older learners

learners range