![]() For the user this permits viewing of the frequently operated Escape key and the horizontal row of function keys, all non-touch operations. In standard position the front portion of both shield supports are even with the front edge of the keyboard (see figure 2). The force of the keyboard’s weight against the shield supports locks the Touch-Key Guide™ into position. As the shield supports are hinged to the vision shield they can be moved inward or outward to adjust to the specific width of any keyboard that is at least 12, but not more than 20 inches in width. Prior to attaching the Touch-Key Guide™ to a keyboard both shield supports must be formed downward at the point they intersect the vision shield also, the perforation within each shield support must be formed to an angle that permits the lower portion of the shield support to be placed underneath the outer edge of the keyboard. For both durability and lightness, the cardboard version is made of 275 lb. The complete shield is made from cardboard or a plastic material called Coroplast measuring 38 inches by 5 inches with a 1/8 inch thickness (see figure 1). The vision shield measures 18 inches by 5 inches, with each of the two shield supports measuring 10 inches by 5 inches. The Touch-Key Guide™ consists of three basic components: The vision shield positioned between two vision shield supports. The standard keyboard for the microcomputer is 17 to 19 inches in width and 7 to 8 inches in depth, variations that pose no problem in the construction of a generally applicable keyboard shield. This instructional device is an outgrowth of the writer’s classroom experiences as a typing and keyboarding instructor. patented keyboard vision shield titled the Touch-Key Guide™. In accord with the above criteria the writer has developed a 1994 U.S. What configuration provides the most efficient keyboard vision shield? Ideally, a vision shield should be low cost, lightweight, durable, collapsible (compact), simple in classroom management, accepted by students–and instructionally effective. The amount of instruction time devoted to this “blackout” must be directly proportional to the requirements of the individual student once the student exercises the needed self-discipline, and demonstrates the use of correct keyboard fingering patterns, the need for the vision shield expires. The most obvious way to assure touch keying is to interpose a “vision shield” between the student’s eyes and the keyboard during the keyboard introductory period. From a practical viewpoint this can only be accomplished by depriving the student of the opportunity to visually guide his/her fingers about the keyboard. For a touch keyboarding skill to be a realistically expected outcome of elementary and middle school keyboarding instruction, the involved students must be “forced” to apply the proper fingers while operating the keyboard. While non-touch or sight keying was a significant problem for high school typing instructors, it promises to be far more severe in pre-high school keyboarding programs. Today as computer related keyboarding instruction emerges in the pre-high school curricula, its instructors–using traditional procedures–cannot expect to equal the instructional results attained in high school typewriting programs. Typewriting, keyboarding’s predecessor, from an ease of instruction standpoint was fortunate to be high school based. From substantial classroom observations, the writer approximates that 75% of high school students possess the self discipline needed to acquire a touch keying skill for the pre-high school student this figure drops to perhaps 25%. To voluntarily become a touch keyboarder requires a heavy degree of personal maturity and related self discipline. ![]() In failing to employ their “weaker” ring and little fingers, the index and middle fingers are forced to move comparatively long distances to operate keys properly controlled by the less functional fingers this process demands that the fingers be visually guided, resulting in a relatively unproductive “hunt & peck” keying system. Whether a touch or “hunt & peck” keying capability accompanies a student throughout his lifelong involvement with the microcomputer is determined during the initial days of keyboarding instruction.Īs nature encourages man to seek the “easy path,” it is natural that beginning keyboarding students desire to apply only their stronger, more dexterous fingers in striking the keys. As the rehabilitation of non-touch or “hunt & peck” operators is extremely difficult, it is essential that a touch keying foundation be established during the student’s introduction to the keyboard. Computer users recognize that a productive keyboarding skill requires the touch or non-sighted operation of the keyboard.
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