The purpose of this study was the systematic development and formative evaluation of a research-based model program for teaching alphabetic keyboarding skills via microcomputer. A microcomputer instructional program was developed based on instructional strategies and psychological concepts that were considered appropriate during the early stages of teaching typewriting. These strategies and concepts were identified from a review of the literature and validated by subject-matter experts. The model program was presented in two lessons and provided instruction on keyboarding the home, the “e,” the “n,” and the return keys and the space bar. A minimum criterion performance level based on subject scores on one-minute timed writings was specified. A formative evaluation design was used in program tryout and revision. Sixty-six community college nontypists participated in three tryout cycles: initial developmental testing, Field Test A, and Field Test B. Two sources of background information were collected for each subject: demographic data and keyboarding aptitude data. Diagnostic and revision data were analyzed from subjects' performance scores, time required to complete the program, researcher's technique ratings, subjects' interviews, and researcher's observations. Ninety percent of the subjects in Field Test A achieved the instructional objectives and reached the criterion level, and ninety percent of the subjects in Field Test B also reached criterion level. The revisions made to the program during the formative evaluation process made the program more efficient as evidenced by the reduction in time required to complete the program. The decrease in the number of problems identified after each testing cycle also indicated that the program became more effective. Based on data analyzed from the study, the microcomputer is an effective medium for teaching initial keyboarding skills. The study recommends that teachers of typewriting or keyboarding consider microcomputer-based instruction as a teaching method. / Ed. D.

This thesis responds to the specific educational and social needs of gifted children within the context of online applications. Online enrichment activities and social opportunities are only successful if they are able to attract and sustain attention of the advanced interests of gifted children. The aim of the research is to design an online application that appeals to gifted children and recognises the identified intellectual and social needs within the New Zealand context. This was achieved through research through design by establishing a design strategy that uses the findings of investigations and applies them to a prototype application. Developers of online content for gifted children may benefit from this research. As an initial investigation a survey was conducted about how gifted New Zealand primary school children are using online applications. It was assumed following the literature review that online applications would appeal to gifted children if they teach a new skill, have multiplayer functionality and address higher order thinking skills. Basic design characteristics of the most popular gaming websites amongst gifted children (from the survey) were then used to inform the design strategy and to develop the prototype online application typozilla. Key findings were retrieved through observation of gifted children using typozilla. The majority of children observed were especially enthusiastic seeing other players’ avatars within multiplayer areas and competing against each other. They enjoyed learning a new skill (which was touch-typing) and engaging in creative tasks. In interviews all gifted children confirmed that they perceived the typozilla design as appealing.

This thesis responds to the specific educational and social needs of gifted children within the context of online applications. Online enrichment activities and social opportunities are only successful if they are able to attract and sustain attention of the advanced interests of gifted children. The aim of the research is to design an online application that appeals to gifted children and recognises the identified intellectual and social needs within the New Zealand context. This was achieved through research through design by establishing a design strategy that uses the findings of investigations and applies them to a prototype application. Developers of online content for gifted children may benefit from this research. As an initial investigation a survey was conducted about how gifted New Zealand primary school children are using online applications. It was assumed following the literature review that online applications would appeal to gifted children if they teach a new skill, have multiplayer functionality and address higher order thinking skills. Basic design characteristics of the most popular gaming websites amongst gifted children (from the survey) were then used to inform the design strategy and to develop the prototype online application typozilla. Key findings were retrieved through observation of gifted children using typozilla. The majority of children observed were especially enthusiastic seeing other players’ avatars within multiplayer areas and competing against each other. They enjoyed learning a new skill (which was touch-typing) and engaging in creative tasks. In interviews all gifted children confirmed that they perceived the typozilla design as appealing.

This thesis responds to the specific educational and social needs of gifted children within the context of online applications. Online enrichment activities and social opportunities are only successful if they are able to attract and sustain attention of the advanced interests of gifted children. The aim of the research is to design an online application that appeals to gifted children and recognises the identified intellectual and social needs within the New Zealand context. This was achieved through research through design by establishing a design strategy that uses the findings of investigations and applies them to a prototype application. Developers of online content for gifted children may benefit from this research. As an initial investigation a survey was conducted about how gifted New Zealand primary school children are using online applications. It was assumed following the literature review that online applications would appeal to gifted children if they teach a new skill, have multiplayer functionality and address higher order thinking skills. Basic design characteristics of the most popular gaming websites amongst gifted children (from the survey) were then used to inform the design strategy and to develop the prototype online application typozilla. Key findings were retrieved through observation of gifted children using typozilla. The majority of children observed were especially enthusiastic seeing other players’ avatars within multiplayer areas and competing against each other. They enjoyed learning a new skill (which was touch-typing) and engaging in creative tasks. In interviews all gifted children confirmed that they perceived the typozilla design as appealing.

This thesis responds to the specific educational and social needs of gifted children within the context of online applications. Online enrichment activities and social opportunities are only successful if they are able to attract and sustain attention of the advanced interests of gifted children. The aim of the research is to design an online application that appeals to gifted children and recognises the identified intellectual and social needs within the New Zealand context. This was achieved through research through design by establishing a design strategy that uses the findings of investigations and applies them to a prototype application. Developers of online content for gifted children may benefit from this research. As an initial investigation a survey was conducted about how gifted New Zealand primary school children are using online applications. It was assumed following the literature review that online applications would appeal to gifted children if they teach a new skill, have multiplayer functionality and address higher order thinking skills. Basic design characteristics of the most popular gaming websites amongst gifted children (from the survey) were then used to inform the design strategy and to develop the prototype online application typozilla. Key findings were retrieved through observation of gifted children using typozilla. The majority of children observed were especially enthusiastic seeing other players’ avatars within multiplayer areas and competing against each other. They enjoyed learning a new skill (which was touch-typing) and engaging in creative tasks. In interviews all gifted children confirmed that they perceived the typozilla design as appealing.

This thesis responds to the specific educational and social needs of gifted children within the context of online applications. Online enrichment activities and social opportunities are only successful if they are able to attract and sustain attention of the advanced interests of gifted children. The aim of the research is to design an online application that appeals to gifted children and recognises the identified intellectual and social needs within the New Zealand context. This was achieved through research through design by establishing a design strategy that uses the findings of investigations and applies them to a prototype application. Developers of online content for gifted children may benefit from this research. As an initial investigation a survey was conducted about how gifted New Zealand primary school children are using online applications. It was assumed following the literature review that online applications would appeal to gifted children if they teach a new skill, have multiplayer functionality and address higher order thinking skills. Basic design characteristics of the most popular gaming websites amongst gifted children (from the survey) were then used to inform the design strategy and to develop the prototype online application typozilla. Key findings were retrieved through observation of gifted children using typozilla. The majority of children observed were especially enthusiastic seeing other players’ avatars within multiplayer areas and competing against each other. They enjoyed learning a new skill (which was touch-typing) and engaging in creative tasks. In interviews all gifted children confirmed that they perceived the typozilla design as appealing.

Luise Schröder founded a private business school in 1910 in Stettin, a city once part of Germany. With a focus on typewriting and stenography, she was a local educator of modern communication. Throughout four generations, her family was impacted by global technological developments and socio-political shifts.‘I Never Learned to Type with Ten Fingers’, edited by Schröder's great-great-grandson and graphic designer Laslo Strong, compiles stories from a family-run school. It delves into the past century of typography, through personal and corporate documents. Pictures, letterheads, graphic prints, signs, and newspaper articles provide insight into a particular corporate identity. In dialogue with this research, a series of typefaces was designed dedicated to the characters of the school. They give voice to anecdotes and speculative stories about family and typography.

The problem of this study was to make a comparative analysis of the methods and factors employed in grading students in physical education, typing, and English in fifty Class "A" high schools of Texas for the school year of 1949-59. This analysis was of two pars. One phase gave consideration to various methods used in grading pupils. The other considered factors that go to make the whole of student grades and the percentage attached to each factor. The two phases were so interrelated that it was felt that this study would not be complete without the inclusion of both.