The evolution of the typewriter...... and the transition to keyboarding methodology. Underwood L.C....

The evolution of the typewriter . . .

. . . and the transition

to keyboarding

methodology.

Underwood L.C. Smith Royal Remington

Christopher Latham Sholes

Keyboarding MethodologyIntroduction

Methodology is the link between theory and practice. Much of what we have learned over the years about teaching keyboarding has come to us from one of two sources: (1) through action research in a laboratory setting or (2) through practical applications by instructors in the classroom.

The instructor is the one critical element that determines the success or failure of students in a keyboarding class. The instructor provides an environment that is most conducive to learning by establishing realistic goals for students, by practicing sound methodology for the introduction of keyboarding concepts, by motivating students to succeed, and by using the power of technology to provide meaningful instruction in either a campus environment or in a distance-learning venue.


Extensive instructor resources are available at the Online Learning Center (www.mhhe.com/gdp).


The Online Learning Center resources include instructor links as well as links for course-wide content.

Links

Instructors

Exercises

Manual

Students

Keyboarding Methodology Introduction

Teaching Tutor Methodology at the Online Learning Center

www.mhhe.com/gdp


The Teaching Tutor presents a detailed description of the routine, the benefits of using the routine, and methodologyassociated withthe routine.


The tutorialdisplays astreaming videopresentation ofthe skillbuildingroutine.

Tutorial


Instructor resources are also available at the authors’ Website (http://caot.lacitycollege.edu/ Keyboarding/index.htm).


At the GDP Software link are several PowerPoint slides on topics related to using GDP10 in the classroom and online.


At the Methodology link are 13 PowerPoint methodology presentations on topics such as skillbuilding, document processing, and technique.

At the Keyboarding Online link are discussions on how to set up an online course.

At the Enrichment Activities link are activities for: Supplementary drills for Lessons 1-10. Using MAP in Lessons 10-20. Speech Recognition lessons.


At the Tips link are several suggestions and shortcuts for using GDP10 as recommended by the GDP10 author team. Also included at this link is a comprehensive Annotations Library that can be downloaded and used in your GDP10 classes.


GDP10 has many settings that can be changed, depending on instructor preference. Here are the recommended settings preferences:

Log-on password: If you wantto require your students totype in a password beforeentering GDP, you shouldcheck this box. For privacyconcerns in a LAN setting,it’s probably a good idea tocheck this box.


Hide desktop from view: It is recommended that you check this box so that icons on the student’s desktop are not visible—thus, there is less temptation for distraction.

Word processor: Depending on the version of MS Word you use in your classroom, the appropriate choice would be selected.


Proofreading Viewer: TheProofreading Viewer displaysa split screen when studentsedit their documents. Thetop half of the screen is a “Read-only” screen; thebottom half is the editscreen. It is recommendedthat this option be checked.


Live Update: The instructor oradministrator who is respon-sible for updating softwarein the campus computer labshould place a check markin this box. By doing so, you will be notified when updatesto the GDP software areavailable and can bedownloaded.


URL for Campus Web Site: It is recommended that youtype in your campus WebSite in this window. Forexample, my Web Site atthe University of WestGeorgia iswww.westga.edu.

http://www.westga.edu/


URL to be used when theWeb button is clicked: Manyinstructors choose to enterthe Student Website in thiswindow so that studentswill have immediate accessto the course syllabus, course links, handouts, andother materials for the course.


Sound enabled: It is recommended that younot click the Sound enabledoption for classroominstruction.

Full editing: Full editing allowsstudents to backspace andcorrect errors in timedwritings and drills. Thisoption should be checked based on your preference for editing in either activity.


Games: The preferredsetting for the TennisGame and the PaceCar Game is to notenable these games forclassroom use.


Number of spacesbetween sentences: Thisoption should be checked based on your preference for spacing after a period at the end of a sentence. The authors’ recommen-dation is to enable the 1-space option.


Spanish Availability: Theauthors recommendmaking this optionavailable.

Keyboarding MethodologyTechnique

Proper technique begins with the student’s correct position at the workstation.

HEAD ERECT,TURNED TO FACETHE TEXTBOOK

BODY CENTEREDOPPOSITE THE“J” KEY, LEANINGFORWARD

WRISTS STRAIGHT ANDFINGERS CURVED. POSITIONYOUR FINGERTIPS ON THEHOME KEYS: LEFT HAND ONA,S,D, AND F; RIGHT HAND ONJ,K,L AND ; (SEMICOLON).

FEET APARTAND FIRMLY

BRACED


This we believe about teaching technique: Demonstrate and emphasize technique frequently during the

early lessons, and assess it continuously throughout the course.

Demonstrate good technique with the students. Ensure that essential techniques—such as eyes on copy,

correct fingering techniques, and good posture—are being practiced daily.

Develop locational security (the confidence in knowing where the alphabetic keys are located) to minimize keyboarding watching.

Observe and assess only one or two techniques at a time. Always use positive reinforcement when encouraging students

to keep their eyes on the copy (or screen).


This we believe about teaching technique: Evaluate each technique as

Acceptable Needs Improvement Not Acceptable

Discuss the implications of poor technique Increased errors Inability to move beyond a speed plateau Health-related issues Physical fatigue

Provide constant reminders, observation, and remediation during the first several weeks of the course.

Schedule a formal technique evaluation for each student about one-third of the way through the term.


This we believe about teaching technique:

A few days before the formal technique evaluation, distribute to the students the evaluation form you will use.


This we believe about teaching technique: Assess correct technique throughout the keyboarding course.

Assign it perhaps as much as 20% to 25% of the final grade during the introductory course and perhaps 5% to 10% for advanced courses.

Emphasize the software-created banners that are displayed on the GDP screen in selected lessons.


This we believe about teaching technique: Use GDP to improve technique on specific key reaches:

To relearn a key. . .Click Skillbuilding In the Subjects box, click New Key DrillsClick the desired key on the “live” keyboard to move to

the lesson where the key was introduced.

For intensive practice on a key. . .Click the MAP buttonClick Next in the MAP screenClick any key on the “live” keyboard to open intensive

practice drills for that key


This we believe about teaching technique: Assure students who watch their fingers that gradually they

will need to do less looking in order to develop locational security.

Place an emphasis on speed when emphasizing technique. The pressure for more speed doesn’t leave students time to look at their keys (in psychology, this concept is called response interference).

Accept the fact that you are not going to be able to correct all the poor techniques of all students. Be proud of any improvements you have been able to motivate in your students.

“Keyboard covers” should never be used to prevent students from peeking at their keyboard, no more than a blindfold should be used to teach someone to ride a bike!


How do you break the habit of looking at the keys when typing?

First, students must be convinced that they actually can type while keeping their eyes on the copy.

Second, always voice positive rather than negative reinforcement (i.e., “keep your eyes on the copy” rather than “keep your eyes off the keyboard”).

Third, speed forcing is the best prescription for breaking the keyboard watching habit. Both Sustained Practice and Progressive Practice routines force a students to concentrate on maintaining or increasing speed. When students try to type faster, they tend to look less at their hands.

Fourth, an excellent drill to use to “break” or minimize the keyboard-watching habit is the 12-second sprint.

Keyboarding MethodologySkillbuilding

In the beginning. . . Speed, speed, speed Right start, no exception

But GDP took a different approach. . .speed, with controlled accuracy.

Keyboarding Methodology Skillbuilding

Skillbuilding in GDP is unique for many reasons:

GDP is the only keyboarding program that offers such a widevariety of skillbuilding routines.


GDP is the only keyboarding program that sequences itsskillbuilding routines throughout the book for maximum coverage.


GDP is the only keyboarding program that diagnoses a student’s errors and then prescribes the appropriate drills to minimize or eliminate those errors.


Skillbuilding does not occur automatically in the administration of a timed writing. A timed writing is nothing more than a measure of a student’s progress at that particular point in the course. If a timed writing is to be used to build skill, then specific activities must be designed as a result of the student’s per-formance on the timed writing. In the Sustained Practice routine, students must type a paragraph within a specific error limit before they move on to a more difficult paragraph.


Speed is built through a series of prescribed drills administered over short periods of time on easy, low-syllabic intensity copy. The 12-Second Sprint is an excellent routine designed to build keyboarding speed. The copy in the screen above reveals the low-syllabic intensity copy used in a 12-Second Sprint.


Accuracy is built through a series of prescribed drills adminis-tered only after the student’s errors have been identified so that appropriate remedial drill lines can be prescribed. The MAP routine is an excellent routine to improve keyboarding accuracy.


If you want your students to concentrate on errors MAP identified in the Pretest, focus on the prescriptive drills.

If you want yourstudents to concentrate onspecific reachesdifficult for them,have them go directly to the GDP keyboard.


Copy that contains at least one instance of every letter of the alphabet should be used to improve accuracy. The copy below, from a MAP Pretest, is written with these specifications.


Students striving for higher keyboarding speeds should always be prompted to type faster than the speed at which they are comfortable at the keyboard. In the screen above, taken from a Paced Practice exercise, students are attempting to reach their speed goal of 50 wpm. The red markers in the copy depict how far in the copy they need to advance every 15 seconds. When the timed writing is completed, they are notified that they have either achieved their goal or must repeat to try again.


In the keyboarding classroom, you can encourage students to type faster or you can encourage them to type more accurately; but you should never encourage them to strive for both in the same activity.


When students are striving for higher keyboarding speeds, the instructor should never insist on zero errors.

0Errors


Do you believe students should backspace and correct errors when taking a timed writing?

Generally speaking, students will backspace and correct errors in a timed writing. However, by doing so, they will lose the words they could have typed while backspacing to make the correction.

Another consideration is that students will take their eyes off the copy when they backspace to correct an error; thus, there is a greater likelihood that they will lose their place in the copy.

Finally, backspacing to correct an error is what students will do when creating copy in an office environment.

_______________Authors’ note: Students should be allowed to backspace and correct errors on a timed writing…because that’s probably what they will do anyway. But they should be made aware that doing so will lower their word-per-minute rate.


How many alphabetic keys should be introduced in each

lesson? Opinions vary, but typically it is common to teach 3

to 4 new keys each lesson, after the home row has been introduced.

In GDP, four new keys are introduced each lesson so that the entire keyboard—letters, numbers, and symbols—can be introduced by Lesson 20. Starting with Lesson 21, then, you can start reviewing and reinforcing keyboard reaches, introduce word processing, and present the formatting of documents.


How much daily/weekly time should be allowed for skillbuilding after the keyboard is learned?

First of all, skillbuilding should continue as a daily activity in every lesson throughout the course.

Skillbuilding activities—which may include a warmup, timed writings, and language arts drills—should consume around 15 to 20 minutes of a 50-minute class period.

Encourage those students who need to improve their speed and accuracy to pursue additional skillbuilding routines, such as the MAP exercise, beyond the minimum expectations stated in the text.


Upon completion of a beginning keyboarding class, how many words per minute should the average student be able to type?

Assuming that (a) the class is a one-semester course, (b) the student completes 60 lessons, and (3) appropriate skillbuilding activities have been included in the course, the average student should be able to type 40 words per minute on a 5-minute timed writing with no more than 3 errors.


In timed writings, should an instructor evaluate and grade both speed and accuracy?

Yes, both speed and accuracy should be considered when assigning grades for timed writings. However, if students are striving for speed only, then accuracy should not be evaluated…and vice versa. Above all, do not insist that students push for both speed and accuracy at the same time. The best method of evaluating timed writing performance is to measure speed within a stated limit of errors. Example: 36 wpm/3’/4e.


Can a timed writing that is repeated be an accurate predictor of a student’s skill in keyboarding?

Yes, within certain limits: When used as a Pretest and Posttest, with prescribed

drill lines practiced between the pre- and post sessions, both the Pretest and Posttest serve as accurate predictors of a student’s skill.

If there is sufficient time between the first and second timed writing [on the same copy], the copy can be considered as an accurate predictor of student skill. Generally speaking, three to four weeks should have transpired between the first and second use of the timed writing, and no timed writing should be used repeatedly to measure student skill.


Is a timed writing considered a skillbuilding activity? Only if there are accompanying drills designed to

improve speed or accuracy after the timed writing has been administered. For example, the following student directions would categorize a timed writing as a skillbuilding activity: “If you made 2 or fewer errors on the timed writing, type each individual line 2 times. If you made 3 or more errors, type each group of lines 2 times.”


What is the optimum length for a timed writing? The most commonly accepted timed writing length

for measuring skill is the 5-minute timed writing, primarily because it is most typically the industry standard used in employment testing.

Some instructors believe that a 3-minute timed writing is a more reliable measure of true keyboarding skill because of a fatigue factor that may impact a student’s performance during the final two minutes of a 5-minute timed writing.


How many timed writings can be administered in one day? Using either a 3- or 5-minute timed writing length,

no more than two timed writings should be given in any one class period. After the second timed writing, fatigue sets in and therefore negates the possibility of any realistic improvement in either speed or accuracy that occurred in either of the first two timed writings.


How often each week should you give timed writing tests? It is realistic to expect that timed writings can be

given every other class period. However, if a student’s skill is to be measured this frequently, then some evidence must exist that skillbuilding occurred between the first timed writing and the second timed writing. If no skillbuilding occurred between the two sessions, then any improvement made would simply be due to a matter of chance rather than because of the impact of completed drill work.


What are four things (key elements) that a beginning typist must do consistently to become a good typist?

Demonstrate good technique. Practice appropriate drills for speed or accuracy. Keep eyes on the copy [or screen]. Practice in short sessions over a long period of

time rather than in long sessions over a shortperiod of time. Improvement in speed andaccuracy will not be as dramatic if the student islimiting his/her practice to large blocks of time.

Keyboarding Methodology Language Arts

Language Arts remains a strong component in GDP,with 50 “must-know”rules in punctuation,mechanics, and grammar!

Here’s how it works. . . .


First, the rule is introduced.


Next, students are asked to punctuate a sentence that requires them to use the rule that has been presented.


If students punctuate the sentence correctly, they receive positive feedback that their effort was successful.


If students punctuate the sentence incorrectly, they receive feedback that their response was incorrect and that they should try again.


Students receive reinforcement of the rule as they are required to correctly punctuate several sentences containing applications of the rule.


Students must then correctly punctuate sentences from the textbook.

Edit the sentences tocorrect any errors in theuse of the comma.


And finally, students are reminded of the use of the language arts rule in documents they type.

,series,transitional expression

Keyboarding Methodology Document Processing

Always present document formats in a simple-to-complex progression.


Let students experience the typing of documents from a variety of formats:

Typeset Copy

Unarranged Copy


Let students experience the typing of documents from a variety of formats:

Rough Draft Copy

Script Copy


Review with students the basic parts of a new format.

From theTextbook

Lesson



From theReference

Manual



From theGDP Reference

Manual


Have students complete assigned lessons in the MS Word Manual.

Text

WP Manual


To prepare a document for the Portfolio, you must enter the job through the lesson menu. Double-click the job you wish to prepare.


Read any instructions for typingthe document. Then click Next.

Double-click the Create button toenter MS Wordand begin typingthe document.


When the job is finished, the student should proofread the document for any typographical or formatting errors. Then, to save and score the document, click GDP/Return to GDP.

GDP will then ask if you want to savethe changes to the document. Click Yes.


In succession, GDP will thenask if you want to score thetext and then review the text.Click Yes in each dialog boxto continue.


GDP will then display theerrors and time in wordprocessor. Note that thisstudent made 2 errors intyping this document.

The errors noted are onlytypographical errors. Theymust be corrected, but theformatting errors, if any,must also be corrected.


To view formatting errors, the student should open his/her Portfolio, double-click on the document to be corrected, click Next to advance through the directions screen, and then click View in MS Word at the bottom of the screen.


The student can now viewthe document as it wouldappear in hard-copy format.Formatting errors can nowbe detected for possiblecorrection.


At this point, GDP has identified all the typographical errors, and the student has noted any formatting errors. The document is now ready to be edited and corrected. To edit the document, the student double-clicks the appropriate document through the Lesson screen where it was first created.


After clicking Next through the directions screen, the Create/Edit dialog box appears. Thestudent must click Edit to makechanges to the document.


The screen nowsplits into two sec-tions: a Read-Onlysection and an Editsection. The studentfinds the typing errors in the topsection and makesthe necessarycorrections in the bottom section.

Remind students that editing a document involves twoseparate, distinct steps: (1) correcting the typing errors, and (2) correcting the formatting errors.

Read Only

Edit


When students finish their work, score it, and save it, the document is placed in the Portfolio. Depending on the number of edits made to the document, several entries of the same document may appear in the Portfolio. As seen below, this student created the document, and then made three edits before GDP recorded the job with “0” errors.


You should evaluate the final attempt on the document—the one with “0” errors, or the least number of errors.


Click on the box next to the document you wish to view. Note for the student below that the final attempt yielded a document with “0” typographic errors.

Then click View Detailed Report.


The Detailed Report screen shows that this student made a typographic error in the document (the error is displayed in red). The instructor would make a note of this error and comment to the student through an annotation. However, the format must also be checked. To do that, the instructor clicks Viewin Word at the bottom of the screen.


The View in Word display shows the instructor that the student has applied an incorrect format for enumerated items. The instructor would make a note of this formatting error and comment to the student through an annotation.

The annotation is applied for the student to review.

Keyboarding Methodology Assessment & Evaluation

What should be measured in a document processing test? You need to measure the accuracy of the work

(mailability) as well as the time it took to produce the work (speed).

You need to consider both what is typed (the alphabetic and numeric characters in the document) as well as how it is typed (the format of the document).


How often should you test a student’s document processing skills?

A student’s document processing skills (i.e., the ability to type and format correctly a letter, table, report, memo, or similar document under an element of time) should be measured. . .

After the student has been introduced to a sufficient number of formatting concepts.

When the instructor wishes to determine if the student can demonstrate his/her understanding of those concepts by typing documents within a prescribed time period.

In GDP, such testing (and/or reviews) occurs after every five lessons.


How long should a document processing test last (number of minutes)?

A document processing test should be limited to the time available in any given class period, and it should be administered in one setting. Typically, a document processing test will be administered within a time limit of 40 to 60 minutes. This should allow sufficient time for students to produce two or three documents.


Should a technique grade be given throughout the entire semester, or just through the alphabet lessons?

Obviously, technique is a critical factor in the development of keyboarding skills; and it should receive heavy emphasis in the early stages of the course, probably as much as 40 to 50 percent of the grade. Throughout the semester, technique should continue to be evaluated; but the emphasis on technique as part of the overall grade should probably drop to 5 or 10 percent near the end of the semester.


How many errors should be allowed when a student types a 1-minute timed writing…a 3-minute timed writing…a 5-minute timed writing?

When students are learning their alphabetic keyboard, you should be lenient in the number of errors allowed on a 1-minute timed writing—probably 3 or 4 should be allowed. And in the early lessons, students should be allowed 4 or 5 errors on a 2- or 3-minute timed writing. However, when they reach approximately the two-thirds mark of the semester, they should be encouraged to type with no more than one error per minute on a timed writing.


What weights do you give to technique, timed writings, document processing, tests, etc. to determine the final grade in a beginning keyboarding class?

Assigning weights to the components of a keyboarding course varies by instructor; but generally speaking, the following weights are often found at the conclusion of a beginning keyboarding class: Technique (10-15%); Timed Writings (30-40%); Daily Work (20-30%); and Production Tests (25-30%).


How do you determine the speed that students should be typing during the course of a semester?

Generally speaking, you should follow the skill goals [for speed and accuracy] that are recommended in the goals of every other lesson that contains a timed writing activity.

In GDP, the speed/accuracy goal for the conclusion of Book 1 is 40 words per minute for 5 minutes with no more than 5 errors. For Book 2, the goal for Lesson 120 is 50 words per minute for 5 minutes with no more than 5 errors. These goals are considered appropriate for a “C” grade.


After all annotations have been made, the instructor is ready to apply a grade to the job. A check mark is placed in the entry that now contains an “A” in the Date column, indicating that there is an annotation attached to this document. Then, to enter a grade, the instructor clicks Enter Grades at the bottom of the screen.


Based on the student’s performance on this assignment, a grade of 87 is assigned.

And the student’s Portfolio now displays a grade of 87 for Table 79-35. Note also that, when combined with the Text grade, an overall grade of 92 was entered.


When viewing a student’s work, it is recommended that you use a lesson filter to display only those lessons you wish to evaluate. For example, during a week’s worth of assignments, it wouldbe appropriate to filter for only the four lessons assigned for that week—in thisexample, Lessons75-78.


The Portfoliodisplays allwork inLessons75-78.


In any given weekly assignment, the instructor is typically evaluating four different components:

1. Skillbuilding activities

2. Timed writings

3. Required documents*

4. Graded documents*

____________

*It is recommended that you be a “selective grader.” Don’t grade every document—select one as a sample of the student’s work. Evaluate it for typographical and formatting errors, and then apply a grade. For the other documents in that lesson, record them as having been completed so that students know that there work is being recorded.


Design a spreadsheet on which to record students’ grades. Although GDP records all graded assignments, it is convenient to keep a separate record book to store grades.


When evaluating a student’s work, first scroll rapidly through the Portfolio entries to see if any timed writings have been completed (or use the filter to view only timed writings).


All timed writing scores are stored in the GDP Portfolio.

. . . and they can be easily recorded on the Excel spreadsheet.


Likewise, skillbuilding exercises, recorded assignments, and graded assignments can also be added to the spreadsheet.


Provide continuous feedback to students on the results of work they have submitted. Use the digital annotation tool in GDP to provide that feedback.


Provide feedback to your students through the student Portfolio.


Provide feedback to your students through e-mail communications: Provide feedback to your students through the student Portfolio.

Keyboarding Methodology Communications

I send out a Bulletin for the week’s lessons to be completed.

Keyboarding Methodology Communications

Use the Announcements feature to send information to the entire class.

Keyboarding Methodology Teaching Keyboarding Online

Familiarize yourself with the GDP Web Sites.– GDP Web Site:

www.mhhe.com/gdp– GDP Instructor Management Web Site:

http://gdpim.mhhe.com– GDP Student Upload Site:

http://gdpupload..mhhe.com– GDP Student Web Site:

http://gdpstudent.mhhe.com– GDP Authors’ Website:

http://caot.lacitycollege.edu/Keyboarding/index.htm– GDP Online Keyboarding Class [Arlene Zimmerly]:

http://caot.lacitycollege.edu/001GD10


Detail the process for online learning. What hardware and software are needed? How do you install GDP at home? Which version of MS Word will you be using? How do you create an .EXP file? How do you upload to the IMWS? Do students check their e-mail frequently? How do students access the Student Website? Have students participated in an orientation session at the

beginning of the course? Do students check their Portfolio to find out what work they

have completed? Do students check screen messages after uploading to the

IMWS?


Communicate frequently with your students. Use the Create Class Announcement feature in GDP to

communicate with the entire class. Use the Annotate Exercise feature in GDP to provide

feedback to students regarding particular work they have completed.

Use GDP e-mail and announcements to communicate withstudents.

Share information and instructions with students at the Student Class page.

Schedule “virtual office hours” with your students. If you are using WebCT or Blackboard.com, use the chat

room feature to schedule discussion groups with your students.

Copy yourself and other students when sending out e-mails.


Use a consistent subject line when communicatingwith your students via the Internet. You will receive100’s of e-mails from your students, as well as from others not associated with your online keyboarding class. Using a consistent subject line will help you identify which messages pertain to your keyboarding class. I used a subject line of “ABED 3160”—the acronym and number of my course at the University of West Georgia.


Use current student e-mail addresses only. The student’s e-mail address at home MUST be identical to the e-mail address at the Web site.


Have students submit their work on a predesignated schedule. With a class of 30 students, it is likely that you may receive as many as 300 completed jobs per week, in addition to timed writings and drill work your students complete.


Use “Create Only” assignments occasionally. GDP allows students to edit their work and then submit it when corrections have been made. Every time they edit their work and submit it to the Web site, it is counted as an “Attempt.” Therefore, for every job they type, they first create it and then make additional “attempts” to correct any errors identified by the GDP software. Now and then, assign a job in a lesson as a “create only” job, which means that they are allowed to create the job but they cannot go back and correct any errors that are found. This technique promotes proofreading skills, because GDP is not allowed to “proofread” the student’s attempt and report back any errors that are found.


•Design an evaluation sheet to record students’ work.


Students should upload at designated times. It is not necessary to upload work to the IMWS after every activity. In fact, frequent uploading should be discouraged. Students should complete a series of jobs or a complete lesson before uploading to the IMWS. All work that is completed on the student’s computer is saved on the hard drive and can be uploaded at any time.

The best time to upload to the IMWS is in the early morning hours or in the late evening hours, because traffic on the World Wide Web is less frantic at those times.

The instructor should designate upload deadlines for all work—preferably at the end of a week or at another designated time.


Students shouldcheck the uploadscreen. The upload screen provides feedback to the students by listing the drills, exercises, and documents that have been uploaded successfully to the IMWS.


Students can work at their own pace, but have them upload on the same schedule.

Encourage mailable work.

Schedule a virtual class time.

MAP Digital Annotations Annotations Library Proofreading Viewer Language Arts Custom Gradebook Distance Learning Instructor Web Site Student Web Site Live Updates GDP Training Site 1- or 2-space option

The evolution of the typewriter...... and the transition to keyboarding methodology. Underwood L.C....

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