Doc Frog's Blog

Caps Lock versus Shift Keys

2011-11-02T04:24:00.000-06:00

Three times in the past month I have rolled the Pre-Keys poke pad out on the kidney shaped reading table for Fourth Graders. "Poke the letters to spell your name," I have instructed the kids. "Use your left hand for letters on this side and use your right hands for letters on this side. I will try to guess your name before you finish."
Every now and then I have seen an interesting practice: a few of the students have poked the caps lock lily pad before and after the first letter in their name! Regarding the caps lock key, I have not stopped them to tell them that they could have used two hands - one to press and hold the Shift key while pressing or striking the letter key. Given the size of the Pre-Keys poke pad, the reach would be too great for these young arms and hands. However, if they were sitting at a computer I would definitely show them the Shift key combination.
Another interesting observation is when students have poked or slapped the Backspace lily pad after they said aloud, "I made a mistake." A few of the students made a fist and then made the motions of using their fist as an eraser over the letter that they didn't mean to poke (for instance, the lower case l looks a lot like the upper case I.
Thinking as a product evaluator, I have tried not to interact with the students to correct them while using the table top Pre-Keys pads. But, I have mentally noted the variations of ways that students have interacted with the materials.

Family Reunion

2011-10-24T06:22:00.000-06:00

We really enjoyed the Briggs family reunion in Joseph, Utah. For a short time I rolled out Doc Frog's lily pad enhanced keyboard, color coded for left and right hand letters and numbers on the ping pong table! I invited the 8th grader to discover patterns which she then taught to her younger cousins and siblings.First, we poked or slapped the letters in alphabetical order, A-G with the left hand, H-P with the right hand, and so on. Then, we found the letters to spell three names of the United States. ALASKA can be spelled using just the letters from the home row. TEXAS can be spelled using just the Left Hand letters. OHIO can be spelled using just the Right Hand letters. We then discovered that NOUN uses just right hand letters and that VERB uses just left hand letters. Of course, we pointed out that MOM is always right and DAD feels left out.

Doc Frog's Blog is being replaced!

2011-10-13T22:20:00.000-06:00

Please start viewing the new blog at http://keyboarding-arts.blogspot.com/

Happy Hopping,

Doc Frog

Keyboarding in K-6 Classrooms

2011-10-11T10:59:00.001-06:00

I had a "Supplementary Substituting" assignment yesterday and will have a similar one, tomorrow. Basically, I was one of 4 roving substitutes in the same elementary school, covering for teachers at each grade level to attend a one hour seminar on using SuccessMaker software by Pearson. In one day I taught language arts activities to Kindergarten through sixth grades!

Knowing that teachers don't always leave enough busy work for students to do with the substitute teacher, I brought along my six feet wide multicolored QWERTY keyboard (the background color for the left hand letters is different from the background color for the right hand letters) printed on a vinyl mat.. Student in every class recognize it as a computer keyboard, even though we used lower case letters instead of upper case when we printed it (more of the letters in any sentence are lower case than upper case). We have a space bar and Backspace space along with Enter and Shift keys on the mat.

I started with the second graders sitting on a carpet and asked them to "poke or slap" the letters to spell their first names. As I recognized their names I sent them back to their seats for the worksheet assignment that the teacher had left for them. In the fourth grade classroom I laid the mat on the kidney shaped reading table and used the vocabulary list that the teacher had left. I asked the students to come up, one by one, and type a word until I correctly guessed what it was.

The sixth graders were in an eMints classroom where each pair of students had a Dell Computer positioned on their shared desk. Since substitute teachers are not allowed to turn on computers, I asked four students to hold the mat up for all to see. I instructed all of the students in the room to pair up and look for patterns on their keyboards (without the computer screen). They got really charged up about making lists of words that were left hand only or right hand only. As I left, I presented the concept that they might spell words using just the letters from the top row, or the home row, but not the Z row.

Only one of the kindergarteners in the room was able to find the letters on the keyboard mat to spell her name. That might change later in the year. But I couldn't help noticing that the keyboards were moved from the desk so that the students only used the mouse for their computer learning center activities.

Online College Algebra

2011-10-11T09:56:00.001-06:00

This Summer, with some time to kill (and desiring to add the Math Teacher Endorsement to my Elementary Ed Certification), I started an online College Algebra course through BYU Independent Study. It quickly became apparent to me that I might calculate the right answer on my scratch paper and still get the wrong answer on the computer tutorial. As I analyzed this on-going problem, I realized that every keystroke counts, including the quotation and letter keys. The authors/programmers who wrote this program used more keys on the keyboard than anyone who writes a term paper, including the brackets [ ] and | | keys. I also began to discover shortcuts using the keyboard that sped up the process of entering the answers to Algebra problems.

Keyboarding Shortcuts:
Alternating between a desktop computer, using a mouse with my right hand, and then using a desktop computer with the mouse pad near the center of the keyboard, I developed different strategies. I found that, with the mouse on the side, I spent time and energy moving my hands from the keyboard to the mouse and then relocating my fingers on the home row of the keyboard.

One shortcut I soon learned was that the arrow keys can be used to move the cursor back and forward on the screen, also up and down. This came in handy when using the parentheses marks ( ). I would use my left pinky finger to hold down the Shift key while using the right fingers for numbers 9 and 0 to make the ( and ) marks. Then, I would use the left arrow key with my right pointer finger to move inside the parentheses. Then, I would type the equation using both numbers and letters, for example, (4x+9) or a series of parentheses showing multiplication, for example, (2x)(4y)(x-3). Finally, I would tab to the left to complete the equation by adding the minus - sign or equals = signs (without using the left Shift key) and + sign (using the left Shift key).

Another shortcut that I found helpful was to use the Tab key to advance the cursor to the right. This came in handy when I was forced to use the mouse to click on the square symbol or the square root symbol or when I had to insert a cubed root.

Using the ten key pad on the right side of the keyboard, I was able to more quickly move the mouse and enter numbers. There were times when a combination of left hand on the Tab key and right hand on the mouse or number pad was used.

However, my favorite shortcut was realizing when to use the numbers across the top of the keyboard in combination with letters included in the equation. So, my next question is whether or not we ought to teach explicit keyboarding skills as prerequisites to online Math courses.

I would like to read or else manage a research project comparing the amount of time that it takes for proficient keyboarding artists to complete a series of math problems compared to non-proficient keyboarders. In addition I would like to compare users of laptop computers (using mouse pads) to those who use the mouse on the side.

Substitute Teaching in Granite School District

2011-09-30T06:49:00.000-06:00

I had an incredible week of substitute teaching. Every day I saw applications for keyboarding activities.

On Monday I was in a severely disabled elementary classroom. The students looked to be about the 2nd grade age, but mentally they were babies. The teachers and aides were working on mental stimulation using visual aids and music. They were playing the alphabet song over and over. I was dying, since I didn't have my Pre-Keys CD with me. The teachers and aides were working on physical manipulation and I didn't have my mats with me. I would have used the mats to encourage the students to touch or slap numbers and letters and then name the numbers and letters for identification.

On Tuesday I was in a Junior High (grades 7-9) resource room with four different groups of students. In one of the classrooms I was able to turn on the computer and project the answers that the student were to hand write on their papers. It really helped the students to stay focused and on task (most of them, anyway). My favorite lesson was on punctuation, when I called individuals up to type the punctuation on the computer (after I had typed the sentence). They learned that it takes two hands to type the questions mark ? and exclamation mark ! keys. That was a new concept for some of the students. I don't think they were ever taught those punctuation keys in their keyboarding classes. Yet, punctuation is such an important part of the core curriculum.

Wednesday and Thursday I was in the same fourth grade classroom for two days. The teacher had not provided detailed lesson plans to cover every minute of the day. Fortunately, the first day, I had brought along the table top version of the Pre-Keys mat, with the left hand letters on one color and the right hand keys on another color. While the students were handwriting their spelling words and writing full sentences using those words, I cleared off the 6 feet long reading table and rolled out the mat. It was the perfect length! Using the class list I began calling individual students over to find the letters to spell their name (as a warm up). I encouraged them to use both hands. Next, (for the lesson activity) I asked each student to begin typing one of the words from their spelling list (compound words with up to 8 letters) and I would guess the word before they finished. Again, I encouraged the use of both hands. Students on the side would voluntarily poke the Enter key at the end of each word. Students who were "typing" who realized a mistake would reach over and press the Backspace key, then start over.

The second day I rolled out the floor sized model of the Pre-Keys mat. Without telling them what to do with it, I simply called students over to sit on the mat while I read a book to them. The first students immediately started slapping letters that would spell their name or spelling words. At least one student recognized it as a "dance mat." Only about 10 of the students could sit comfortably on the mat. One little boy, who seemed to be the least mature in the class, kept coming back to the mat and poking the spacebar and hopping on a few random letters. Later, during unstructured free time, I called pairs of students over to "type" words from the spelling list. I asked one student to start spelling a word from the list by placing hands and feet on the letters. As he or she did so, I would call out the letter. The other student was then to put their hands and feet on the letters to finish the word. This "Twister" style activity was a bit awkward, since the mat is so large and students could not easily reach from A to L. However, when do this again I would ask both students to stand or kneel on the space bar and reach out to poke or slap the letters in order to spell the word. Older students might be better able to stretch and might actually enjoy tangling their bodies up as they try to reach the letters. I have not tried the smaller table mat on the floor, but that might be easier for the students to reach from one end of the keyboard to the other.

If only I had the music with me, to go with the mats! I plan to take that with me, next time.

Now I just need to get some cute kids on a series of YouTube style videos using the mats. There needs to be one for each of the twelve lessons.

My greatest challenge of the day was when I accompanied another 4th grade teacher, at the end of the day, to the computer lab. I assisted as she asked each child to log on to a YPP assessment system. Each student was expected to remember his or her student number (the one used to pay for lunch) and the password, "123456". I watched as most students used one finger on the keyboard at the right to hunt and peck for the numbers. A few of them used the numbers across the top of the keyboard, just above the letters. I saw and corrected one boy who tried to use the Function keys to type his student number and password. The rest of the assessment in Math and Language Arts was point and click, not requiring use of the keyboard. Knowing what I know about keyboarding instruction, it was frustrating to watch!

Thanks for sharing,

one handed typing

2011-08-31T14:25:00.001-06:00

This Summer I loved riding my mountain bike until the day I went over the handlebars (had to choose between swerving into traffic or hit the curb, so I chose the curb). I complained to the Doctor that my elbow hurt, but was told, "forget the elbow, you have a broken bone in your wrist!"

So, after being clocked at 83 wpm with 95 % accuracy, at a USOE sponsored Summer Workshop on Keyboarding, I found myself hunting and pecking with one good hand. This opened my eyes to the difficulties that others have with only one good hand. There are many methods out there, available on the Internet. Some use adapted keyboards and others do not. I'm going to have to look closer to see which, if any, start with the number row.

Either way, I will be glad to get this blue cast removed, hopefully next week.

Keyboarding is the Key to Computer Literacy!

2011-07-25T12:27:00.000-06:00

I recently completed the Keyboarding endorsment workshop offered by the Utah State Office of Education. I now have research to support my efforts at Developmental Keyboarding.

Keyboarding activities in Elementary Schools should not start with correct posture with tiny fingers on the home row. Students as early as 4 and 5 can locate/recognize the letters on the QWERTY keyboard. They learn best with large motor activities and music!

I am renewing my efforts to write grants that will allow me (and my team) to work with students in underserved populations to increase (through training) their ability to interact with computers (at little or no cost to the students). Who's with me?

Back to School with Doc Frog and Captain Keyboard!

2010-08-18T06:52:00.001-06:00

There are too many missed opportunities for integrating keyboarding activities with Language Arts lessons BEFORE the students learn to type without looking at their hands. Go to http://www.toolsforteachers.com/ and search for Pre-Keys.

Videos showing Dr. Bill Morgan "alias Doc Frog" presenting at the Utah Coalition for Educational Technology in 2010 can still be found at
www.ucet.org/inUCETnew/conference/videos/Explore_QWERTY.mp4
and
www.ucet.org/inUCETnew/conference/videos/Hunt_And_Peck_Remediation.mp4

The Captain Keyboard demo powerpoint is still available on the UCET website. Please visit www.ucet.org/inUCETnew/conference/2010Presenters/index.html and scroll down to find
Explore the QWERTY Island Keys with Captain Keyboard.

Continue to scroll down and you will find another powerpoint which addresses patterns on the QWERTY keyboard:
Hunt and Peck Remediation.

Home schoolers may also find these innovative keyboarding lesson plans to be useful. Tell a friend.
Please send your thoughts on these and other keyboarding activities to docfrog@comcast.net.
Enjoy!

Left Brain/Right Brain

2010-07-19T07:42:00.000-06:00

I have found, while pre-testing beginning typists, that they will often "hunt and peck" with one hand or the other. I wonder if any research has been done on hand preference in typing? Even right handed kindergartners will choose their left hand to type the number row of keys on the computer keyboard, from 1 to 9.

I am working on a research proposal to explore this phenomena. Can anyone guide me to previous research or literature reviews? Can anyone tell me if using both hands to type or to play the piano draws upon both hemispheres of the brain? How can that be measured?

Utah Coalition for Educational Technology (UCET)

2010-02-18T21:11:00.000-07:00

I am looking forward to presenting on the topic of Hunt and Peck Remediation at UCET, next Friday. It will be fun to share my theories on how Constructivism can guide alternatives to Behaviorist keyboarding instruction. I hope to guide the discussion and gather ideas from those who attend my demonstration.

Math on the Keyboard

2009-11-16T12:02:00.000-07:00

While I was watching the students hunt and peck the simple math answers that accompanied the "game" I wondered if it might not be best practice to coach the students on strategies for finding the answers. If the teacher were to demonstrate how the numbers line up (just above the letter rows) from left to right, and how the left hand types 1 to 5 but the right hand types 6 to 0, it might improve the students' timed answer score.
Improved scores on the open-ended math response software might be a good measure of the effects of keyboarding instruction in elementary school curriculum. What are your thoughts?

2nd grade math activities

2009-11-16T11:57:00.000-07:00

This morning I happened to be in the computer lab at Silver Mesa when a second grade teacher brought her students to the lab. She put them on a math learning activity that required the students to type (open ended response) their answers to grade level math problems.
My reflection on this was that higher order thinking skills are required for students to type their answers rather than simply click on one of the multiple choice options found in so many math software applications. What are your thoughts?

Dr. Bill Morgan's gestalt

2009-11-16T09:38:00.000-07:00

The first few weeks of my position in the newly formed Canyons School District were professionally mind altering for me. In the midst of physically moving my family from the Chicago suburbs to the Salt Lake City suburbs, I underwent a Gestalt experience. I had technology issues in mind such as, “how long will that used car run after I drive it off the lot?” and, “where will I need to live in order to enjoy uninterrupted wireless access to the school district network from my home?”

As I worried about items at the lowest end of Maslow’s Hierarchy of Needs, I had no idea about the level of Professional Development transformation that was in store for me. Here in Canyons School District, newly formed by the split of Jordan School District in upscale suburban Utah, educational administrators were creating a whole new learning community. I was welcomed into a two-day conference of educational technologists (not mere technicians) who were exploring “non-authoritative” Open Source professional development (PD). This conference followed the Open University concept of learning without boundaries.

Classroom 2.0 LIVE Workshops are two-day hands-on workshops that focus on the use of Web 2.0 in education. They are intended to be much like the Web itself: free, open, engaging, participative, and highly collaborative. 

http://wiki.classroom20.com/Salt+Lake+City+09+Agenda

First of all, at this conference, I wondered, “what is the big deal with wikis and blogs?” I had been to conferences where these topics had been posted, but I never left my post as a sales representative to explore the answers to this question. Now I know; or, at least, I am beginning to know. I know because I read Darren Draper’s dissertation proposal, posted on his blog at http://drapestakes.blogspot.com/, and many of the links from his blog to other thought processes. This is, in part, the reason why the newspapers (such as the Chicago Tribune) are financially strapped. Everyone with access to the Internet who can type can express themselves with a potentially unlimited audience. Success is measured, or so it would seem, by how many people are “following” your blog. Darren’s lit review covers the practice of “teaching social networking by social networking.”

Which brings me back to my unspoken answer to the question that Steve Hargadon asked at the conference, “which technological tool can you simply not live without?” I was too shy or too slow to contribute verbally at the time, but wonder how many folks will read this post, “I cannot live without my keyboard!” My keyboard allows me to capture, read, and edit my thoughts before I share them with others.

Therefore, I start my very first blog by sharing my thoughts on keyboarding instruction, and how the keyboard has the potential to capture our student’s thoughts (aka frozen thought) so that we can ask questions from our students and probe and cause them to think about their thinking.

Over a decade ago, Utah's Governor Mike Leavitt was using the phrase, “no more bricks and mortar.” This was in reference to the need to solve higher education solutions by building new schools. He was suggesting, at the time, that universities would deliver on-line course discussions rather than building more dorm rooms to house the growing number of graduate and undergraduate students. The result was Western Governor’s University (WGU), formed by 19 governors working together to form an online community of learners. While the administration is housed in Salt Lake City, the professor, students, and mentors are spread throughout the United States. My wife is currently enrolled in on-line coursework with WGU. She started her coursework in IL and will continue as we cross state boundaries without worrying about paying out of state tuition!

And, now, rather than keeping my thoughts in a journal or email them to a good friend, I can post them on a blog that will allow me to expand my community. Others will have access to my thoughts and will respond to them in ways that will allow me to question and reason and interact with the ways that I perceive the world to be.

The purpose of keyboarding instruction, then, does not end with accuracy and speed but on the user’s ability to write, to edit, and to publish. This is why I teach keyboarding; the computer keyboard is the tool for word processing, which allows us to communicate more effectively and with a wider audience.