dc.contributor.author	Bullock, Thomas	en_US
dc.coverage.spatial	Lilburn, Georgia	en_US
dc.coverage.temporal	2003-2005	en_US
dc.date.accessioned	2009-10-07T14:03:18Z	en_US
dc.date.accessioned	2011-03-02T17:29:18Z
dc.date.available	2009-10-07T14:03:18Z	en_US
dc.date.available	2011-03-02T17:29:18Z
dc.date.issued	2005-12	en_US
dc.identifier.uri	http://hdl.handle.net/10428/408	en_US
dc.description.abstract	The purpose of my study was to investigate the instructional experiences of fifth grade students in regard to keyboarding instruction and to examine student handwriting speed in relation to keyboarding speed. Forty-three fifth graders in two classes participated in this study. The intervention consisted of 19 days of keyboarding instruction via the Type to Learn software program. Data collection included pre and post measurements of handwriting and keyboarding speed, observation checklists, student perception surveys, and student interviews. Results from the study indicated that students, even after 19 days of keyboarding instruction, possess faster handwriting speeds than keyboarding speeds. Results also indicated limited improvement in keyboarding speed after keyboarding instruction, but indicated positive student experience with keyboarding instruction and high levels of motivation toward continuing instruction. Negligible differences were noted between students who used keyboard masks and those who did not. Findings suggest that a longer instruction period is necessary to produce keyboarding speeds that match handwriting speeds and that keyboarding instruction can be a positive experience for elementary students when planned in a developmentally appropriate manner.	en_US
dc.language.iso	en_US	en_US
dc.publisher	Valdosta State University	en_US
dc.rights	Copyright protected. Unauthorized reproduction or use beyond the exceptions granted by the Fair Use clause of U.S. Copyright law may violate federal law.	en_US
dc.subject	keyboarding instruction	en_US
dc.subject	handwriting speed	en_US
dc.subject	keyboarding speed	en_US
dc.subject	Type to Learn	en_US
dc.subject.lcsh	Educational technology	en_US
dc.subject.lcsh	Teaching--Aids and devices	en_US
dc.subject.lcsh	Computer-assisted instruction	en_US
dc.title	Instructional Experiences of Fifth Grade Students with Keyboarding Instruction	en_US
dc.type	Thesis	en_US
dc.contributor.department	Curriculum and Instructional Technology	en_US
dc.description.advisor	Schmertzing, Lorraine	en_US
dc.description.committee	Leader, Lars F.	en_US
dc.description.committee	Brovey, Andrew	en_US
dc.description.degree	Ed. S.	en_US
dc.description.major	Instructional Technology	en_US