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Computer Alternatives to Handwritten Work

Computer Alternatives to Handwritten Work. Basic Keyboarding Skills. Ability to sit and attend Manipulate keys Manipulate mouse (although not absolute) Ability to learn key locations. Posture.

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Computer Alternatives to Handwritten Work

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  1. Computer Alternatives to Handwritten Work

  2. Basic Keyboarding Skills • Ability to sit and attend • Manipulate keys • Manipulate mouse (although not absolute) • Ability to learn key locations

  3. Posture • Use appropriate desk and chair height. The desk height should be about 2” above the elbows (arms are by the child’s side with elbows slightly bent) when child is sitting upright. The top of the screen should be level with the child’s eyes. • Hands should be in a neutral position at the wrist; wrist supports can help here. Tilting the keyboard so it is higher at the back (most have little plastic feet on the bottom) can also adjust wrist position. • Make sure that the child’s feet touch the floor with hips and knees bent at 90 degrees. If it isn’t possible to use a properly fitting chair, a foot support may be made from one or more phone books. Tripp Trapp chairs are also available if necessary.

  4. Picture from Ultrakeys 4.0.9

  5. Keyboarding • Work production is generally more legible and neat. • It allows for editing without having to recopy/correct entire document. • It eases motoric requirements. • Touch typing is the quickest, most efficient way to keyboard. It also requires a high level of multi-tasking (kinesthetic memory of key placement, motor coordination, compositional skills, visual/cognitive understanding of what is appearing on the screen, etc). However, it requires less multi-tasking then handwriting (no need to remember 52 to 104 different letter formations).

  6. Improving Keyboarding • Some students require extensive practice to learn key location; removing key covers for those with memory issues can help them learn letter location more easily. Adding key caps with larger letters/higher contrast/colors on them can reduce letter searching. • Some find auditory input helps improve retention (hearing the letter named as its key is struck). • Motivation can be an issue; alternative ways of using the keyboard may be needed as well as drill and practice (writing letters to others, looking up information on educational software such as Encarta, educational games). • Daily practice is necessary for improvement. 5-10 minutes a day is enough to implement changes.

  7. What to try if keyboarding is still inefficient. • Text to speech programs: These programs read typed work aloud. Can help typists focus/refocus to task at hand, hear misspellings, awkward sentence structure. Head phones are useful to reduce distractions to self and others. Most work with all text; can be used to have webpages, emails and other documents aloud. • Currently we have Aurora Echo on our network. It can be adjusted to read every key stroke, and/or word, and/or sentence, and/or paragraph. Microsoft Word has a text to speech option called Narrator which is another good choice.

  8. Word prediction: It “guesses words”; a selection of predicted words are listed in an overlying window. The typist can click on the chosen word, or press the number before it to have it automatically placed in the document. Reduces keystrokes, can help those with spelling concerns. • Currently we have Aurora Word Prediction on our network. • Graphic organizers can provide visual order for disorganized typists. • Currently we have Kidspiration on our network.

  9. Microsoft Word has a number of options which can increase written production and successes. • If a typist makes consistent spelling errors, Auto Correct can be used to automatically fix those spelling errors. • Auto text can be used to complete long words. • Spell Check and Grammar Check can provide cues and suggestions. • Forms can be made to provide students with drop down lists, check boxes and text fields to respond in. Great for work sheets, math fact tests, multiple choice problems. Plus, once done and saved, can be used year after year.

  10. All suggestions are appropriate for everyone; teacher and student.

  11. Links • http://www.ldonline.org/ld_indepth/technology/tech_tools.html (Tech Tools for Students with Learning Disabilities: Infusion into Inclusive Classrooms ) • http://www.microsoft.com/enable/news/education.aspx • http://www.wcu.edu/ccenter_inf/CatOnline/MSWD/index.html

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