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BVSD Keyboarding Statement:

A formal keyboarding class is not required, just like we would not have a multiplication facts class but work on multiplication throughout our math curriculum. Our students and teachers can use free software that complies with student data privacy. Please see options listed here. The mastery of typing skills should be embedded into everyday digital creation. As students create and write digitally using Wixie, Google Apps etc, they are able to improve their typing skills.

In the fall of 2015-16 a task force consisting of five occupational therapists from BVSD met, reviewed anecdotal evidence and completed a literature search in order to generate recommendations to the district with respect to keyboarding instruction. As a result, the following observations were made:

It is undeniable that touch typing ultimately generates faster typing skills, however achieving fluency in 10 finger typing requires many practice hours and external reinforcement to reach a level of proficiency. Meanwhile, previous habitual patterns already gained by visually guided typing (hunting and pecking) must be overridden.

There are data to suggest that students are able to reach a functional typing speed using visually guided typing even if it’s not as fast as touch typing. Given the fact that the students of this era are exposed to keyboard at very early ages, they are well on the wayto having already developed habitual and fixed finger patterns by the third grade. Students are also exposed to a variety of keyboards (different sizes, phones, tablets) each of which requires a different motor pattern for input. Students are therefore highly resistant toward learning the 10 finger touch typing system.


In order to prepare for PARCC testing in the 3rd grade, students should be given exposure to the keyboard in second grade in order to practice and develop familiarity with the keyboard which will develop their skill in visually guided typing. Using two hands when using visually guided typing is recommended in order to involve both sides of the brain in the activity and to increase speed overall. This may come in the form of composing on the computer and/or entering a completed composition into the computer on a regular basis.

With respect to the special education department, the following recommendation is made:
Goals should not include measurable outcomes based on hand positioning that is associated with the touch typing system and instead should focus gaining knowledge of the keyboard as measured by achieving a specific number of words per minute (WPM). Depending on the student, especially with respect to processing speed, some therapists may or may not find it beneficial for the student to learn the touch typing system.  

BVSD OT Keyboarding Task force included Kelly Sain, Jackie Weber, Michelle Brenner, and Angel Stobaugh. Additionally, the task force consulted with Samara Williams, Robyn Hamasaki, Ellen Berns, Diana Baumgartner, Robin Marshall, Margaret Wynn, Taren Villecco, Jason Kaminsky, Emerald Elementary faculty members, and the Elementary Curriculum Council.