scenario. This lesson introduces students to the keyboard by having them practice finding keys on a paper keyboard as a whole group, individually, or in learning centers. By practicing on paper, as shown in figure 1.3, students become familiar with the keyboard layout and will have an easy transition to using an actual keyboard.
Learning goal:
I can use basic keyboarding and touch-screen navigation.
Figure 1.3: Sample keyboard anchor chart.
This lesson also introduces websites that help students with basic keyboarding practice. Some web resources you can use include ABCya keyboarding practice (www.abcya.com/keyboarding_practice.htm), Big Brown Bear keyboarding (www.bigbrownbear.co.uk/keyboard/index.htm), and the TypingClub Chrome extension (search the Google Chrome Web Store at www.google.com/chrome/webstore). Keep practicing this novice lesson with students for two to three weeks.
If students use devices with touch screens (such as tablets), you will also need to teach students how to use the touch feature on these devices. You may have your students use their finger or a stylus. For the Using a Touch Screen process, you can install and use any mathematics or literacy app with manipulative tiles, such as ABC Magnetic Alphabet, 10 Frame Fill, Writing Wizard, iWriteWords, Tangram Free, or Schoolkit Math. (Search your device’s app store for these apps.)
Process: Using a Keyboard
Use the following five steps to help students become familiar with key locations on a keyboard.
1. With input from students, create a large class keyboard on chart paper.
2. Each day during the classroom’s morning meeting, or another selected daily time, help students practice finding letter keys on the paper keyboard by pointing 1–1 (one finger to each letter), matching those keys with corresponding flash cards, or sticking corresponding sticky notes on the chart.
3. During the practice period, give students individual blank keyboard practice papers, like figure 1.4. Continue the practice period at your own discretion based on students’ learning and comfort levels when locating letters on the keyboard.
4. Have students play a game of search and find with their individual blank paper keyboards. Hold up a letter or number card and, when students find the letter or number on their paper keyboard, have them color in the key. You can extend this activity by calling out letters they should search for, pointing to letters in sequence, or showing pictures of objects or animals while students find the corresponding letter sound on their paper keyboards. For example, if you hold up a picture of a cat, students should color in the C on the paper keyboard.
5. Have students practice their keyboarding individually or in learning centers using the websites we listed for this topic.
Figure 1.4: Blank keyboard for students.
Process: Using a Touch Screen
Use the following eight steps to introduce students to operating a touch-screen device. (We based these instructions on the ABC Magnetic Alphabet app, but you can substitute your own preferred app that has manipulative tiles.)
1. Select the app you plan to have students use for this lesson, and ensure each student’s device has it installed and ready to use.
2. In a small group, gather students with their devices.
3. Discuss with students that when they use their device, their finger becomes a tool. Students must make sure their hands are clean and ready.
4. Model that their finger should not tap the device too hard, but rather should move slowly and steadily. If they press too often or for too long, they could confuse the device.
5. Tell students to locate the app on the device’s home screen and tap it once to open it. You can use your own device to model this process.
6. In the app, model for students how to move letters and create words. In the Magic Letters app, for example, drag letter tiles from the bottom of the screen to the middle of the screen. Show them that they can use these letters to spell their name, sight words, or sentences.
7. Have students drag letter tiles using their finger or a stylus to make their name.
8. When students have finished, give them five minutes to explore other functions of the app as you observe how each student works. For example, most apps in this class have games and other activities to practice with that exist outside this lesson’s scope; let the students explore these activities and report back to the class what they discovered.
TEACHING TIP
Students love knowing when they do a good job. Take some pictures of hardworking students completing this process, and create a screensaver of the pictures on your computer or device that helps students take pride in their work. Or, print out these pictures, and display them on a bulletin board.
Connections
You can apply this lesson to different content areas in the following ways.
• English language arts: Have students color in their name on their paper keyboards and then have them type their name on a computer or tablet keyboard.
• Mathematics: Have students color the numbers 0–9 on their paper keyboards and then have them type numbers in a sequence using the keyboard on their computer or tablet.
Learning goal:
I can discuss technology glitches with peers to solve a problem.
Operational: Seeking Help From Peers to Solve a Technology Problem
Students at this age are often just learning that electronic devices don’t always work the way they’re supposed to, and it’s important to arm them with knowledge that can keep the classroom learning experience on track. For this lesson, introduce students to the technology word glitch, and instruct them on how to troubleshoot a problem with the help of peers. Some common device glitches include charging problems, a frozen device or app, and password problems. Additionally, working with a peer to problem solve helps students gain collaboration skills, which will transfer into independent troubleshooting and a variety of academic learning activities.
Because the purpose of this lesson is to lay the foundation for independent problem solving when working with digital devices, it helps to introduce students to some common troubleshooting techniques ahead of time. For instance, students should know how to:
• Recognize universal technology
