Word Processing (2001)

Page Contents

A      B      B.1      BB      C      D      E      F      G      H      I      J      K      L      L.1      LL      M      M.1      MM      N      O      P      R      S      T      V      W      Y      Z

A

A Guide to Business Course Competencies. The Business Program in Virginia.(1996). 209p. This curriculum guide was developed as a model for schools in Virginia to prepare local programs of studies in business education. The Business Program contains 21 courses plus a 4-year sequence of courses for office specialist and a local option for students with disabilities. This guide contains an overview of the Business Program, information on approved business program completer options, and a sample high school program of studies. Curriculum frameworks are provided for the following: (1) foundation courses (career pathways, computer applications, computer solutions, keyboardingmiddle and secondary, keyboarding applications, make it your business, and principles of business and marketing); (2) occupational courses (accounting, advanced accounting, business law, business management, computer information systems CIS , advanced CIS, desktop/multimedia presentations, finance, legal systems administration, medical systems administration, notetaking, office administration, and word processing); and (3) special programs (office specialist I-IV, and Business Individualized Program). The curriculum frameworks include course descriptions, competencies, duties, measurements of achievement, and related academic standards of learning. Competencies for an all-aspects-of-the industry component that includes planning, management, finance, technical and production skills, principles of technology, labor, community, health, safety, and environmental issues also is included. A bibliography lists 62 references. An index of courses also is included. (KC) ED406532

Abdal-Haqq, I. (1995). Infusing Technology into Preservice Teacher Education. ERIC Digest. ED389699

Abdulezer, S. (1995). The HyperSign Project. 33pp. Paper presented at the Florida Assistive Technology Impact and the Technology and Media Division of the Council for Exceptional Children Annual Conference (4th, Orlando, FL, March 2-4, 1995). This report describes ongoing activities and results of the HyperSign Immersion Project developed at the Public School for the Deaf in New York City, New York. The project's objectives were to: (1) provide a means to enable Deaf students to assume a self-directed role in education; (2) provide an on-site prototype of a technologically supportive environment for the improvement of basic literacy and math skills in Deaf students; and (3) train teachers to use these new tools to develop sign language-supported modules in their own subject areas, choosing their own means, vision, and style to create lessons. The project produced an interactive compact disc (CD) called streetsigns which included 650 signs for use on a school-based computer system. The signs are organized into 24 categories of sign vocabulary based on metaphors of city life, such as subway, restaurant, police station, and library. The signs can be easily incorporated into teacher- authored and student-authored projects. The "StreetSigns" CD works smoothly with word processing, desktop publishing, database, presentation, authoring tools, and works programs. Teachers and students have developed several projects using the technology. A description of the contents of the "Street Signs" CD and techniques for navigating through the computer software are appended. (JDD) ED380927

Accounting Technology Associate Degree. Louisiana Technical Education Program and Course Standards. Competency-Based Postsecondary Curriculum Outline from Bulletin 1822.(1995). 15pp. For a related document, see CE 070 905. This document outlines the curriculum of Louisiana's accounting technology associate degree program, which is a 6-term (77-credit hour) competency-based program designed to prepare students for employment as accounting technicians providing technical administrative support to professional accountants and other financial management personnel. Presented first are a description of the program and a list of the general education (behavioral science, humanities, mathematics, and natural and applied science) courses required of students in the accounting technology program. Next, the course numbers/titles and credit hours of the program's 26 required and 16 elective courses are listed. The third section of the document contains descriptions of each course, and the fourth section lists the competencies that each course is intended to help students develop. Among the topics of the required and elective courses described are the following: principles of accounting, payroll accounting, computerized accounting, business law, spreadsheets, database management, business English, business communications, environmental science, computer literacy, word processing, desktop publishing, job-seeking skills, electronic calculators, business math, office procedures, human relations, filing/records management, total quality management, keyboarding, federal income tax, technical report writing, medical transcription, legal transcription, medical terminology, medical coding, paralegal studies, and speech. (MN) ED391970

Acerson, K. L. (1988). WordPerfect : the complete reference. Berkeley, Calif.: Osborne/McGraw-Hill. 652.5 a173

Adams, S., & Burns, M. (1999 Length: 60 Page(s); 1 Microfiche). Connecting Student Learning & Technology. This guide provides suggestions for using technology (i.e., computers and anything that attaches to computers) as instructional tools in environments that support learning. Chapter 1 offers an overview of learning principles based on constructivist theory, including what constructivism offers the classroom, the role of the student, the role of the teacher, and changes in the classroom. Chapter 2 presents activities based on constructivism, without technology, in three learner-centered classrooms, including a story writing group, math estimation exercises, and a trial of Julius Caesar's murders. Chapters 3 and 4 examine ways computers can complement classroom instruction; initial steps for introducing technology into the classroom are provided, and examples of activities that employ several types of applications (word processing, database, spreadsheet, presentation, simulation, Internet, e-mail, and multimedia/hypermedia) are presented. Chapter 5 is a practical compendium of questions, answers, and considerations for introducing technology into the learning environment. A resource section provides more information on technology and constructivist theory. (Contains 30 references.) (AEF) ED428759

Adaptive Technology that Provides Access to Computers. DO-IT Program.(1994). 5pp. Additional funding received from NEC Foundation of America and US WEST Communications. This brochure describes the different types of barriers individuals with mobility impairments, blindness, low vision, hearing impairments, and specific learning disabilities face in providing computer input, interpreting output, and reading documentation. The adaptive hardware and software that has been developed to provide functional alternatives to standard operations are described. For individuals with mobility impairments, adaptive hardware and software include changing the positioning of equipment, left- and right-handed keyboards, expanded keyboards, mini-keyboards, keyboard emulation, and voice input. For individuals with blindness, Braille input devices are available as well as voice output, refreshable Braille displays, and scanners with optical character recognition. Individuals with low vision can use large print keytop labels, equipment that modifies display or printer output, and optical character recognition scanners. Advanced speech synthesizers can help those with hearing and/or speech impairments. Individuals with specific learning disabilities can use educational software that provides multi-sensory experiences, interaction, positive reinforcement, individualized instruction, and repetition for skill building. The word processing capabilities of the computer can also help students with dysgraphia. Resources for finding more information about adaptive technology and the DO-IT (Disabilities Opportunities Internetworking Technology) program are listed. (CR) ED408732

Administrative/Office Technology. A Guide to Resources.(1997). 81pp. For a related document, see ED 386 545. This guide, which was written for general marketing instructors in Ohio, lists nearly 450 resources for use in conjunction with the Administrative/Office Technology Occupational Competency Analysis Profile. The texts, workbooks, modules, software, videos, and learning activities packets listed are categorized by the following topics: communications, office technology, financial functions, records management, support tasks, and professionalism. Among the competencies for which resource materials are listed are the following: apply communication skills; compose documents; prepare oral presentations; communicate with international and culturally diverse organizations; perform computer operating system, word processing, spreadsheet, database, computer business graphics, desktop publishing, transcription machine functions; and telecommunications functions; apply mathematical skills; perform accounting, payroll, and banking functions; file/retrieve documents and integrated media; perform telephone duties; receive visitors; perform scheduling functions; coordinate meeting and function arrangements; generate minutes; coordinate domestic and international travel plans; perform mail functions; research information; maintain employee records; maintain office supplies, equipment, and software; improve office productivity; demonstrate office ethics; help the employing organization achieve its goals; and participate in professional development activities. The following information is provided for each resource material: publication type, title, author, publication date, publisher. Concluding the guide are the addresses of the 11 publishers of the materials cited. (MN) ED411437

Administrative/Office Technology. Occupational Competency Analysis Profile.(1995). 68p. This Administrative and Office Technology Occupational Competency Analysis Profile (OCAP) is one of a series of competency lists, verified by expert workers, that have evolved from a modified DACUM (Developing a Curriculum) job analysis process involving business, industry, labor, and community agency representatives from throughout Ohio. This OCAP identifies the occupational, academic, and employability skills (or competencies) needed to enter administrative and office technology occupations. The OCAP clusters the competencies into broader units and details the knowledge, skills, and attitudes (competency builders) needed to perform each competency. The competencies are clustered into the following six units: communications; office technology; financial functions; records management; support tasks; and professionalism. This guide also includes the following components: (1) an OCAP listing employability competencies; (2) work keys assessments that measure students' applied academic skills; (3) job profiling, a key to the level of applied skills required for administrative and office technology occupations; (4) a total list of academic competencies in communications, mathematics, and science; and (5) a list of academic competencies from the total list that were identified by expert workers as most crucial to the entry-level success of employees in administrative and office technology occupations. (KC) ED386545

Advancing Basic Skills through the Use of Online Services. 1995-1996 Special 353 Project.(1996). 63p. This curriculum and instructor's guide were developed for adult literacy students to advance their literacy skills and prepare for the General Education Diploma exam using the information on the Internet via an online service. The report of the project that developed the curriculum describes the following project activities: computer technology and terminology were introduced through a lecture and hands-on exposure; the Windows environment was presented through the Windows tutorial and lecture; America Online was introduced via the use of a data panel, lecture, and hands-on learning; students used a DOS-based typing tutor to learn proper keyboarding skills; Microsoft Word was used to teach students basic word- processing skills and to prepare final reports; and students developed a 2-week travel itinerary by accessing America Online information for the reports and to send and receive electronic mail. Student responses, reports, and e-mail correspondences indicated students had gained sufficient computer and comprehension skills while using America Online and the other computer programs. The instructor's guide contains attachments intended to be used to facilitate curriculum use. The basic computer operation and information section provides a very general introduction. The America Online attachment is a brief summary of some information it presents. The student project on England is a detailed presentation of how the imaginary 2-week trip was planned. Student evaluations are also attached. (YLB) ED402488

Ainsworth-Darnell, K., Ed., & D'Imperio, M., Ed. (1997). Papers from the Linguistics Laboratory. Working Papers in Linguistics, No. 50. 183p. Research reports included in this volume of working papers in linguistics are: "Perception of Consonant Clusters and Variable Gap Time" (Mike Cahill); "Near- Merger in Russian Palatalization" (Erin Diehm, Keith Johnson); "Breadth of Focus, Modality, and Prominence Perception in Neapolitan Italian" (Mariapaola D'Imperio); "The Northern Cities Shift in the Heartland? A Study of Radio Speech in Columbus, Ohio" (Steve Hartman Keiser, Frans Hinskens, Bettina Migge, Elizabeth A. Strand); "Syntactically-Governed Accentuation in Balinese" (Rebecca Herman); "The Auditory-Perceptual Basis for Speech Segmentation" (Keith Johnson); Production and Perception of Individual Speaking Styles" (Keith Johnson, Mary E. Beckman); "Japanese ToBI Labelling Guidelines" (Jennifer J. Venditti); and "A Cross-Linguistic Study of Diphthongs in Spoken Word Processing in Japanese and English" (Kiyoko Yoneyama). Individual papers contain references. (MSE) ED409733

Albertson, L. R., & Billingsley, F. F. (1997). Improving Young Writers' Planning and Reviewing Skills while Story-Writing. 36pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). An instructional study examined whether teaching strategies related to planning and reviewing behaviors would affect planning, reviewing, revising, and producing texts. Training texts were examined using a multiple baseline across participants design with multiple probes in baseline. During baseline and in intervention phases, two highly capable 12-year-old sixth-grade students (one boy/one girl) wrote stories on a computer using a word processor. Strategy instruction increased the amount of time writers spent planning, reviewing, and producing text. Results indicated that most stories written after instruction contained more words and all of them contained more sentences and story elements. Frequency (number of words written per minute) during story-writing sessions changed little from baseline to intervention phases for each participant. Findings through social validity evaluations suggest that stories written after instruction were higher in overall writing quality than stories written during baseline. (Contains 18 references; evaluation charts are appended.) (Author/CR) ED406687

Allen, G., & Thompson, A. (1994). Analysis of the Effect of Networking on Computer-Assisted Collaborative Writing in a Fifth Grade Classroom. 16pp. Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 4-8, 1994). This study examined the effects of a computer-mediated networked learning environment on the writing of fifth grade students who used word processing to write four texts collaboratively during an 8-week period. A telecommunication network was utilized to allow the students in the experimental group to send their work via e-mail to an audience of readers who read and responded to their writing. Findings suggest that when students knew they would be sending their writing to an outside reader and when they received a prompt response, there was a positive effect on the quality of writing. Results also suggest females used the computer technology when the environment was cooperative and they had equal access to the equipment. There is also indication that writing to communicate to an authentic audience outside the classroom have contributed to the males in the experimental group scoring higher on the writing assignments than the males in the control. (Contains 20 references.) (Author/JLB) ED373777

Allen, M. (1995). E-Mail in the Writing Class: Promoting Student Communication. 9pp. Paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages (29th, Long Beach, CA, March 26-April 1, 1995). A Valparaiso University (Indiana) computer network was used to investigate the use of campus electronic mail to encourage students in English-as-a-Second- Language reading and writing classes to increase communication among themselves, to make homework assignments more interesting, and to familiarize students with on-line composing and editing. Four types of activities used in the approach are described here. They include: (1) a vocabulary/idiomatic expression exchange, in which students are given an expression for which they must find and send a definition to everyone in the class including the teacher; (2) on-screen debate, in which two students discuss an issue on a split screen; (3) opinion collection, with each student sending an opinion to classmates and the class responding; and (4) an exercise in which students write a paragraph, reacting to a reading, movie, song, or controversial statement, for response by teacher or classmates. Samples of each are included. (MSE) ED394348

Anderson, C., Ed. (1996). CompuKids, 1996. 49pp. Volume 2, number 2 is printed on colored paper. This document consists of the 1996 issues of CompuKids, a bimonthly publication designed to assist children and their parents and teachers in getting the most out of using computers. The publication includes descriptions of available software, tips on hardware, and adaptations for Macintosh and IBM/Windows products. Regular features include: (1) "For Kids by KIDS," displaying children's computer products and stories; (2) "I Need Help " which lists available software for particular activities, required computer configurations, the company publishing the software, and recommended ages. Included in this volume are articles on using computer in play, literacy/reading and computers, the Internet, keyboarding, word processing, creative writing software, stages of children's writing, summer activities, adaptive software programs to make accessing a computer easier for children, and innovative ways that computers can be used by children with disabilities. (KDFB) ED405953

B

Balajthy, E. (1995). Using Computer Technology To Aid the Disabled Reader. 23pp. Paper presented at the Annual Meeting of the International Reading Association (40th, Anaheim, CA, April 30-May 5, 1995). When matched for achievement level and educational objectives, computer technology can be particularly effective with at-risk students. Computer-assisted instructional software is the most widely available type of software. An exciting development pertinent to literacy education is the development of the "electronic book" (also called "interactive text"). Another important development is the introduction of interactive multimedia materials. The increased use of voice synthesis has revolutionized computer-based word recognition software. One of the most useful peripheral devices for young children and their emerging literacy is an alphabetic keyboard in which letters are displayed in alphabetic order. Drill and practice software is easy to create and popular with schools, while software designed for authentic literacy activities is sometimes more difficult to use but more flexible and useful. Another important type of emergent literacy software is language experience approach story creation software. An increasing number of publishers have begun to target the market for bilingual and English-as-a-Second- Language software. Availability of high quality, motivational software for comprehension is still somewhat limited. Many high-interest software simulations involve students in large amounts of time-on-task in active reading. In addition to now-familiar standard word processing operation, computer writing software can provide guidance for writers in terms of topic and structure, offering a framework to support writing. Word processors specifically designed for children's use have increased in sophistication over the years. (Contains 5 references and 32 computer software references.) (RS) ED380776

Balajthy, E., Reuber, K., & Damon, C. J. (05, 1999). Using Computers for Intervention and Remediation of Severely Reading- Impaired Children in a University Literacy Clinic. Paper presented at the Annual Meeting of the International Reading Association (44th, San Diego, CA, 2-7, 1999). A study investigated software choices of graduate-level clinicians in a university reading clinic to determine computer use and effectiveness in literacy instruction. The clinic involved students of varying ability, ages 7-12, using 24 Power Macintosh computers equipped with "ClarisWorks," "Kid Pix," "Student Writing Center," and "Netscape Navigator" software. Computer lab observations, examination of clinicians' lesson plans, and software evaluation forms showed that for computerized instruction: (1) follow- through was a lower priority; (2) time-on-task was less targeted; (3) computers were sometimes chosen for motivational value only; (4) software was used for drill and practice word recognition instruction, word processing, electronic books, Internet, and one-on-one interaction; and (5) hardware use resulted in frustrations because of unfamiliarity and availability issues. Findings suggest: teachers were moderately technically competent, were eager to use computers, and needed more time to familiarize themselves and plan; skill and grade level of software needed to be pinpointed with a corresponding list; and motivational stimulation regarding computers should be carefully determined. (Contains 11 references and 2 figures of data; an appendix lists 61 software titles available at the clinic.) (EF) ED434329

Banks, M. A., & Dibell, A. (1989). Word processing secrets for writers. Cincinnati, Ohio: Writer's Digest Books. 652.5 b218

Bentley, C. L. (1994). Are Preservice Teachers Acquiring Skills in Educational Technology, How and Where? Results of a National Survey. 25pp. Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Chicago, IL, October 13-15, 1994). A survey was undertaken to acquire information about the preservice training of teachers in technology. The survey considered general information and student characteristics, learning about hardware and software, the dissemination of educational technology, and information about telecommunications technology. Thirty-two surveys were completed by directors of curriculum materials centers in schools of education, a response rate of 64%. While some type of preservice training in the use of educational software was provided at 27 schools, only 16 schools indicated that this training was provided in a required course. The largest collections of software for the use of preservice teachers concentrate on drill and practice programs, followed by problem solving, programming, word processing, staff development, and simulations and game programs. Survey findings suggest that the technological training received by preservice teachers is inconsistent and not focused, and that training in telecommunications is at minimum levels in many institutions. Four tables summarize findings. (Contains 22 references.) (SLD) ED381585

Berger, M. (1984). Word processing. New York: Watts. Discusses and instructs in the use of a word processor, a computer that is used to arrange and organize texts and produce printed copies of letters, contracts, articles, reports, memos, books, and other documents. 652.5 b496

Black, M. C. (1995). Technology Integration into Secondary Experiential/Internship Education Professional Development Curriculum. 109pp. Practicum I Report, Nova Southeastern University. This practicum addresses the finding that college-bound high school experiential/internship students who pursued stringent secondary education programs often did not have the opportunity to participate in technology literacy elective courses, and therefore did not possess the minimal technology skills necessary for success in post-secondary education or the professional workforce. A technology development professional development curriculum was designed to increase competency in: (1) word processing skills; (2) database entry and manipulation; (3) spreadsheet entry and manipulation; (4) desktop publishing; (5) graphic development and manipulation; and (6) audio-visual recording and manipulation. The curriculum design involved the requirement that students use technology in order to complete internship-related assignments; use of lesson plans with reflective activities which introduced technological concepts; the development of activities which were relevant to students' lives and internship experiences which could be illustrated and analyzed with integrated software applications; and engagement in post-secondary media center research that enabled students to conduct on-line searches relating to the professional internship fields. Student competency evaluation consisted of students developing a portfolio exhibiting all technology products developed during the course, post tests measuring knowledge of technology terms and applications, completion of a comprehensive media center assignment, and exhibition of technology skills at the professional internship site as measured by sponsor feedback on student performance. Week-by-week documentation of the course is provided. Results showed that the implementation strategies greatly improved student competency, and that by regularly providing technology access to students, confidence levels were heightened. Fourteen appendices include many of the instruments utilized in the study. (Contains 15 references.) (MAS) ED382165

Blinn College Final Grade Distribution Report for Spring 1994 Semester. Student Performance Report. International Research Document No. 012E.(1994). 61p. Blinn College final course grade distributions are summarized for spring 1990 to 1994 in this four-part report. Section I presents tables of final grade distributions by campus and course in accounting; agriculture; anthropology; biology; business; chemistry; child development; communications; computer science; criminal justice; drama; emergency medical; English; fire technology; French; geography; German; history; health; kinesiology; legal secretary; math; music; nursing; office technology; philosophy; physics; psychology; radiology; real estate; sociology; Spanish; speech; technology; vocational nursing; and word processing. Section II consists of longitudinal final grade data for Blinn College, Brenham campus, Bryan campus, College Station campus, Occupational Education Center, and other teaching sites. Section III provides 1990-94 spring grades for the following divisions: business and computer science; developmental education; fine arts; health and kinesiology; humanities; mathematics and engineering; natural science; occupational education; and social sciences. Section IV focuses on duplicated enrollment, by and within divisions, for spring 1990-94. Selected findings include the following: (1) since spring 1990, the social science division has had the highest duplicated enrollment, followed by the humanities division; (2) the health and kinesiology division had the highest percentage of A's, with A's representing over 60% of the grades assigned each year from 1990 to 1994; (3) the mathematics and engineering division had the highest dropout rate, with rates ranging from 21.9% to 32.2% during the study period; and (4) the developmental education division assigned the highest percentage of F's. (KP) ED373811

Bogaty, L., & Others, A. (1994). Workforce Training: The Pellissippi State Model. 48pp. Paper presented at the Annual Convention of the American Association of Community Colleges (74th, Washington, DC, April 6-9, 1994). A discussion is provided of the role of community colleges as the primary delivery sources for workforce retraining, using the Pellissippi State Workforce Innovation Program as a case study. The first sections of the paper document the need for worker retraining in the United States, reporting the Department of Labor Secretary's Commission on Necessary Skills' (SCANS) conclusions regarding the relationship between economic trends and population dynamics and the need for educational restructuring to encompass basic communication and math skills; thinking skills; personal qualities such as integrity; and resource, interpersonal, information, technological, and systems competencies. The next section reviews legislation related to workforce redevelopment, including the Omnibus Trade and Competitiveness Act of 1988 and the National Literacy Act. Following a brief overview of community college activity in retraining, the Workforce Innovation Program at Pellissippi State Technical Community College (PSTCC) is described. After explaining methods used by PSTCC staff to assess workforce needs, the paper focuses on issues of curriculum and instruction, indicating that: (1) the curriculum encompasses seven elements (i.e., applied learning, technologically enhanced instruction, collaborative learning, integrated curricula, team teaching, learning lab environment, and integrated student services; (2) learners in the program begin by mastering Microsoft Works in order to familiarize them with computer functions and provide them with a tool kit of basic applications (word processing, spreadsheet, and database); (3) a thematic approach and interdisciplinary milestone group projects are used to ensure integration across the curriculum; (4) each faculty member developed an exhaustive lesson plan that included resources, objectives, and activities, and the collected lessons plans were fine tuned and developed into one master program; (5) key learning objectives were established early in the project and used as a foundation for subsequent work; and (6) instructional time is divided between structured work with teachers and less structured activities involving student teams. Appendixes provide additional detail on the PSTCC program. (ECC) ED369426

Bogert, D. E. (1995). Crossing Frontiers: A Course that Bridges Racial and Institutional Divides. 33pp. Paper presented at the Annual International Conference of the National Institute for Staff and Organizational Development on Teaching Excellence and Conference of Administrators (17th, Austin, TX, 21-24, 1995). In an effort to research and document the history and contributions of African Americans in Osceola County, Florida, Valencia Community College implemented the African American History Project. The Project is a dual enrollment course allowing high school students to receive college and high school credits simultaneously. the approach of the project is multidisciplinary, incorporating faculty from humanities, speech, English, computer science, law, and graphic arts. The course begins with the history of African Americans in the United States, then narrows to explore African American contributions in Florida and Osceola County. In the course, students are exposed to the art, poetry, and films of classic and contemporary African Americans, and receive instruction in oral history interviewing, photography, formal research writing, research techniques, word processing, and project planning. The project attempts to demonstrate what can be accomplished through effective articulation of secondary and postsecondary education, exposes individuals to a multicultural perspective, and promotes cross- disciplinary awareness. Twenty-four students participated in the first semester of the course, but due to problems with course scheduling and project coordination, only three received college credit. Suggestions for planning similar programs are included. Appendixes include a concept paper, instructional schedule, course outline, list of activities, and syllabus for the course; a description of the first oral history interviewing project; and ideas for presentation planning. (TGI) ED392500

Borland, R. (1995). Running Microsoft Word for Windows 95 : in-depth referenceand inside tips from the software experts. Redmond, Wash.: Microsoft Press. 652.55369 Borland

Borland, R. (1997). Running Microsoft Word 97 ( Select ed.). Redmond, Wash.: Microsoft Press ; Distributed to the book trade in Canada by MacMillan of Canada. 005.369 Borland

Boswood, T., Ed. (1997). New Ways of Using Computers in Language Teaching. New Ways in TESOL Series II. Innovative Classroom Techniques. 320p. A collection of classroom approaches and activities using computers for language learning is presented. Some require sophisticated installations, but most do not, and most use software readily available on most workplace computer systems. The activities were chosen because they use sound language learning strategies. The book is divided into five parts: (1) activities that make use of word processing and desktop publishing programs to help students develop skills in conceptualizing, drafting, and editing written work; (2) using electronic mail and MOOS to engage students and teachers in collaborative learning activities within and outside their institutions; (3) activities tapping World Wide Web sites for data definition, search, gathering, organization, and opinions for argument, and procedures for establishing a Web site; (4) use of multimedia (sound and video) technology, including incorporation of "edutainment" and reference software into teaching activities, and use of sound technology to teach pronunciation; and (5) use of concordancers, programs that analyze text corpora, to inform the design of worksheets and provide comparative data about students' writing and target models. (MSE) ED421003 Available from: TESOL, 1600 Cameron Street, Suite 300, Alexandria, VA 22314-2751 (members, $24.95; nonmembers, $27.95).

Branson, J. J. (1985). How to start a word processing business at home. Englewood Cliffs, N.J.: Prentice-Hall. 651.8 b821

Brutchin, P., & Others, A. (1994). Using a Networked Mac Lab To Facilitate Learning in Art, Foreign Languages, and English. 30pp. Papers presented at the Annual Meeting of the Conference on Information Technology of the League for Innovation in the Community College (10th, Houston, TX, November 13-16, 1994). Appendix A contains small, broken print. These presentations examine the use of a new Macintosh Lab in Commercial Art Technology, Spanish, and English Composition classes at Clark State Community College. The first paper describes the Commercial Art Technology program at the college, highlighting the use of the Mac Lab installed in September 1993 and discussing the Electronic Publishing, Layout II, Layout III, Computer Art, and Portfolio Development courses which are based on the lab. Benefits highlighted from the use of the lab include the opportunity for immediate feedback and student/instructor teamwork. The second presentation focuses on the use of the software, Aspects, via the lab in first- and second-year Spanish classes. This section indicates that groups of three to four students "converse" in Spanish on the network and that at the end of class sessions print-outs allow students to review grammar problems. Benefits described include the ability of students to grasp spelling faster and retain more vocabulary and of teachers to break away from traditional repetitive grammar exercises to allow more time for oral communication. The final paper discusses the goals and benefits for students and teachers of using the lab in English Composition, including providing students with word-processing experience and experience with a decentralized, collaborative classroom; providing teachers with a new way to use anonymous, conferenced peer editing; and, in general, more collaboration among students. Student art samples and information on software used in art and layout of the English classroom are included. (KP) ED376893

Burenstein, B. (1995). Giving Voice to Student Writing: Exploring the Uses of Speech Recognition and Speech Synthesis in a Writing Curriculum. Activities for Word Processing with Speech Synthesis. Teacher and Student Manual. 67pp. For a related report, see CE 070 923. Produced by a demonstration project that explored the use of speech synthesis and speech recognition in writing-based classes held by two Philadelphia literacy providers, this manual was developed for teachers who wish to integrate speech synthesis into their curriculum. It contains a description of the technologies and activities that be used with speech synthesis in a classroom or individual setting. The manual provides information on the project's background and suggestions for implementing speech synthesis in an adult literacy program. The following topics are covered: educational considerations, hardware, software, location, training, and student recruitment. The manual also contains a set of 12 lessons using speech synthesis with word processing. They are in order from simple to difficult. Each lesson would last from 20-45 minutes. The first six lessons provide an overview of how to use speech synthesis in writing. The remaining six lessons provide a short course in process writing. Some sketches for additional projects using speech synthesis also are included. Appendixes provide information about speech synthesis software for Apple Macintosh and DOS/Windows/Windows95 computers and suggestions for peer editing. (KC) ED395110

Burgan, O. (1994). Training the Trainers in Technology. 7pp. Paper presented at the Annual Conference of the Australian Teacher Education Association (24th, Brisbane, Queensland, Australia, July 3-6, 1994). The key to successful harnessing of the power and potential of new educational technologies lies in appropriate training of teachers. An educational technology joint venture was created at the Northern Territory University in Darwin (Australia) in which the Institute of Technical and Further Education provided the equipment, the Computing Services section provided the technical support, and the Faculty of Education trained the trainers. This joint venture has provided a vertical integration of expertise in preservice and inservice training for teachers and lecturers. It helps trainers acquire a "mindshift in attitudes" to use information technology to facilitate an exciting and lasting journey of discovery for their students. Students and lecturers are given a "tool set" of skills and techniques, beginning with word processing and idea processing, followed by up to three core units in information technology. Effective use of new technologies is enhanced by use of interactive tutorial packages that allow users to perform real exercises involving all of the major sections in the application. For the future, the university is looking at Electronic Performance Support Systems which integrate hardware, software, and end-user interfaces and provide on-the-job assistance and training. (JDD) ED375092

Burley, H. (1994). Postsecondary Novice and Better Than Novice Writers: Effects of Word Processing and a Very Special Computer Assisted Writing Lab. 25pp. Paper presented at a conference of the Southwestern Educational Research Association (San Antonio, TX, January 27-29, 1994). A study was conducted in spring 1991, spring 1993, and summer 1993 to determine the effect on the writing process of various types of word processing software used by developmental and second-level composition students. Analyses were conducted of developmental students (novice writers) and of composition students (above novice writers) at a Texas community college. The developmental students were divided into two groups, one completed classroom writing exercises with traditional pen and paper and the other or used a simple word processing program. Composition students were divided into three groups, one writing with traditional pen and paper, one using a full computer word processor, and the third using a computer word processor in conjunction to electronic conferencing facilities that allowed students to communicate about the assignments in real time. Results of the study included the following: (1) on the multiple paragraph essays, all developmental students performed similarly, regardless of writing method; (2) developmental students who used computers during the semester wrote significantly more words on the exit exam (a pen and paper assignment) and were more concerned with paper length than the other students; (3) composition students in the computer conferencing class scored significantly higher than the other two groups in all measures; and (4) by cooperatively developing their ideas with other students on-line, students improved the organization, logic, and quality of their writing. (Contains 16 references.) (MAB) ED373857

Burton, M. (1997). Solutions for a One Handed Typist. 7pp. Paper presented at the Microcomputer Technology in Special Education and Rehabilitation Conference (Minneapolis, MN, October 21-25, 1997). This paper describes different products to assist students who are only able to use one hand while typing. Information is provided on: (1) access features in Macintosh and Windows95, including Easy Access (Mac) and Accessibility Options (Win95) which allow the user to press a key such as the shift key and subsequently press the letter to be capitalized instead of pressing both at the same time; (2) keyboard navigation, hot-keys, and shortcuts; (3) access features in word-processing programs; (4) word prediction software; (5) on-screen keyboards; (6) one-handed typing programs; (7) alternate keyboard and layout options; (8) alternate keyboards; and (9) voice files and voice recognition. (CR) ED423639

Business Education. Preparing Students for Employment in Business Occupations. Alabama Course of Study. Bulletin 1996, No. 16.(1996). 100p. This guide, which is intended for classroom teachers, supervisors, and administrators in Alabama, contains the minimum required content (core program) for public school instruction in business education in grades 7-12. Presented first are the following: introduction examining the mission, purpose, goals, and structure of business education; conceptual framework of Alabama's business education course of study; discussion of instruction-related elements; and directions for interpreting the minimum required content. The next two sections consist of parallel lists of topics and content standards for courses in the following: accounting I and II, administrative office management, business careers, business computer applications, business communications, business law, business mathematics, business organizations and management, computer applications, financial management, keyboarding applications, rapidwriting, related study, and word processing and desktop publishing. For each course, the curriculum includes a course description and topics linked to content standards. Two appendixes provide diploma requirements and guidelines for local time requirements and homework. Contains 20 references. (KC) ED400428

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Camarda, B., Larson, M. A., & Ray, B. (1999). Using Microsoft Word 2000 ( Special ed.). Indianapolis, Ind.: Que. 005.369 Camarda

Campbell, M. V. (1990). Teach yourself WordPerfect 5.1. Berkeley: Osborne McGraw-Hill. 652.5 c189

Carlson, R. D., & Gooden, J. S. (March 1999). Mentoring Pre-Service Teachers for Technology Skills Acquisition. In: SITE 99: Society for Information Technology & Teacher Education International Conference (10th, San Antonio, TX, February 28-March 4, 1999); see IR 019 584. There is a great need for increased competency at technology integration by public school teachers. Among the best ways to encourage assimilation of those skills by pre-service teachers is to model the effective use of technology in both college and clinical classrooms. Pre-service teachers (n=410) were surveyed to determine to what degree their professors and supervising teachers were modeling the use of technology. Questions investigated their perceptions of: utilization of 12 different technologies, i.e., word processing, spreadsheet, database, desktop publishing, electronic presentations, the World Wide Web, e-mail, Galileo (a state-wide database), videodisc, satellite television, a statewide two- way distance learning technology, and Channel 1; and modeling of technology skills by undergraduate teacher program instructors in the areas of core classes, professional education classes, and specialized content for teaching classes. The only technology that was used consistently was word processing. This confirms previous research which showed that word processing is the only classroom technology that educators are comfortable using. Differences among the various major professors' modeling of technology skills were also found. Recommendations are provided for technology modeling and ongoing staff development. (Contains five tables.) (Author/AEF) ED432280

Carrell, M., & Froning, B. (1994). Springdale High School Presents Side by Side. A Program To Share Technology. 11pp. Paper presented at the American Vocational Association Conference (Dallas, TX, December 10, 1994). This document outlines the goals and procedures of the Side by Side program, through which the business department at Springdale (Arkansas) High School provides word processing training and computer lab access to students enrolled in courses offered by other departments. The first section describes the procedures for enrolling students in the 3-day word processing program during which students learn to enter short paragraphs and basic word processing commands, enter a report, and enter endnotes and bibliographic references. Outlined next are the main stages in the process of gaining administration approval for and developing the Side by Side program during 1993. An enrollment confirmation form is included. The remainder of the document is the lesson plan for the 3-day course during which students are taught the following skills: accessing a word processing program, understanding a Windows screen, opening/closing files, using basic word processing commands to create and edit text, saving text to diskettes, and printing text. (MN) ED379424

Carroll, M., Justice, G., & McCane, G. (1997). Office Systems. Curriculum Guide for BEOS 621, Improvement of Instruction in Business Subjects. 65pp. For related curriculum guides, see CE 074 825-833. This curriculum guide contains the information required to present a postsecondary-level 10-week office systems course for students who have already completed 3 quarters of course work toward an office assistant diploma. The document begins with a course rationale, list of 10 suggested teaching strategies, and list of 9 course objected that are based on competency requirements listed in the report of the Secretary's Commission on Achieving Necessary Skills. Presented next are a course outline and outlines, objectives, and activities for each of the course's four units, which deal with the following topics: information processing (information processing systems, telecommunication systems, organization and technology); document distribution (processing mail, reprographics); administrative support functions (travel, meetings, appointment scheduling, manners and ethics); and simulation (job planning, office setup/tasks, business reports, employment portfolios). Concluding the guide are PowerPoint slides for each unit. Appendixes contain examples of assignments, activities, lesson plans, handouts, and tests. Contains 27 references and 39 pertinent website addresses. (MN) ED412348

Catapult Inc. (1997). Microsoft Word 97 step by step. Redmond, Wash.: Microsoft Press. 652.55369 Microsoft

Chan, M. (1997). No Talking, Please, Just Chatting: Collaborative Writing with Computers. 8pp. Paper contributed to the Teaching in the Community Colleges Online Conference, "Innovative Instructional Practices" (1st, Kapiolani Community College, April 2-4, 1996). This paper describes the use of collaborative writing software and simultaneous electronic chats in an English as a Second Language (ESL) class. Most ESL students have little experience using word processing software, and most have no keyboarding experience. Using electronic chat sessions assists ESL students with sentence construction, vocabulary building, reading comprehension, and thinking skills. Visual evidence of participation gives students a means of measurable accountability and motivates many to participate more in this medium than in a traditional class setting. Transcripts of the chat sessions are used by the students for reference material for developing composition ideas, and by the instructor for evaluating the performance of individuals and groups in terms of topic, fluency, accuracy, and logic. As in traditional classroom instruction, planning and preparation are essential for effective learning. With proper execution (technical, instructional, and topical), electronic chats can increase student participation, facilitate discussion of class readings, and enhance critical thinking. Electronic collaboration encourages discussion of ideas from different perspectives and builds teamwork. As it focuses on the process of writing, students learn to put their ideas in written words, express their ideas more clearly, and become more excited about learning. Sample transcripts of two chat sessions are appended. (SWC) ED415836

Chang, M. K., & Others, A. (1996). Accommodating Students with Disabilities: A Guide for School Teachers. 41pp. For a related document, see EC 305 348. This guide is designed as a resource to assist teachers in making decisions on their instructional planning and delivery by expanding and refining their repertoire of ways and means of making accommodations for students with learning disabilities and visual, hearing, and physical impairments. Part 1 presents ways of providing accommodations without specialized materials and devices for students with different types of disabilities. These include facilitating lip reading, providing lecture notes, providing tactile materials, and teaching in an accessible classroom. Testing accommodations for students with disabilities are also addressed. Certain ways are used exclusively with certain types of disabilities; however, other types of accommodations can be used across the categories of disabilities. Part 2 lists some of the important materials and devices that are not readily available to teachers for their classes but have high impact on accommodation, such as amplification systems, screen enlargers, Braille word processing, and computer voice input utilities. Short descriptions of these materials and devices are presented. Personal computer access problems and modifications to make the computer accessible to students with disabilities are also discussed. (Contains 40 references.) (CR) ED404826

Charlesworth, S., & McFedries, P. (1996). Microsoft Office unleashed ( 1st ed.). Indianapolis, IN: Sams. 005.369 Microsoft

Chen, C.-H., & Brown, S. W. (1994). Results of the Computer Use Survey for School of Education Students. 29pp. Paper presented at the Annual Meeting of the American Education Association (New Orleans, LA, April 4-8, 1994). To gather information on the importance of current educational-technology innovations for students in the IBM Teacher Preparation Program (an integrated Bachelor's and Master's program) at the University of Connecticut's School of Education, a survey was sent to all students enrolled in the program in April 1993. Responses were received from 115 students, 93 of whom were female. Almost 95% had taken a course that taught them to use computers, with 80.5% of these courses at the college level. Approximately 56% reported that they often used computers. As teachers, 35.4% indicated that they seldom used a computer, while 27.4% used one often, and 22.1% never used one. Nearly 16% used computers often as an instructional tool. A majority (79.6%) used computers for word processing, but almost 57% did not use any computer applications to develop instruction. Subjects had the greatest degree of confidence in computer use for individualized instruction and the least confidence in computer use for large group instruction. Overall, it is evident that students are learning with and about computers. Nine figures present survey findings. An appendix presents the survey itself. (SLD) ED372098

Chubb, B. (1994). Using a Mnemonic Approach To Teach Fourth Graders To Use a Computer Keyboard. 123pp. M.S. Practicum report, Nova University. This practicum addressed the problem of fourth grade students who watched their fingers and used the "hunt and peck" method while answering questions in curriculum-based software. The following objectives were established: at the end of the 15-week practicum period, all of the 22 targeted students will demonstrate at least 80% accuracy in correct finger placement on the alphabetic keys; and all of the 22 targeted students will apply their keyboarding skills in a word- processing situation. The solution strategies included a mnemonic approach to teach the entire alphabet keyboard in one lesson; age-appropriate drills and games; a project for reinforcement of the mnemonic lesson; and a computer program for practice. The success of the program was measured by the results of a pre- and posttest, teacher observation of keyboarding techniques, and students' use of keyboarding skills in critical-thinking skills applications. Although the stated objectives were not met, it was concluded that the program was a success because the students who displayed good effort succeeded by displaying keyboard mastery and application. Poor effort on the part of the students who did not meet the stated objectives mainly contributed to their low scores. (Contains 20 references.) (Author/MES) ED370537

Clarke, A. (1999). How To Create Effective Information and Communication Technology Learning Programmes. A Guide. This guide, which is intended for information and communication technology (ICT) tutors and tutor managers in Great Britain's further education sector, explains how to create effective ICT learning programs for adults. The guide emphasizes developing students' confidence and providing them with a sound foundation for further study. The following are among the topics discussed in the guide's nine sections: program planning (why adults want to learn about ICT, independent learners, preparation for sessions, location, marketing, tasters, drop-in centers, health and safety); opening session of an ICT program (the initial experience, learning styles, participation, content, ways to avoid confusing learners, layout, learning in pairs versus individual learning, individual needs); confusing issues (Windows, keyboard shortcuts, input devices, operating systems, text, saving, general, scrolling); next sessions (review, objectives, operating system, applications, methods, climate, support, summaries); teaching suggestions (word processing, spreadsheets, databases, Internet, e-mail, painting and drawing, general system areas); teaching techniques and tutors (speed, whole-class teaching, demonstration, small group learning, individual learning, computer-based learning, paper-based open learning, feedback, questions, coaching, practice, handouts); tutor and volunteers roles, technical support, and training; and advice for successful ICT education and training events. (Appended are the addresses of 31 useful organizations. The bibliography contains 20 references.) (MN) ED433443

Coffield, K. (1996). Back to the Future: Help It Was 20 Years Ago, and We've Only Just Arrived 8pp. In: Association of Small Computer Users in Education (ASCUE) Summer Conference Proceedings (29th, North Myrtle Beach, SC, June 9-13, 1996); see IR 018 247. This paper traces an educator's experiences with computers over a span of 20 years, and describes the computerization of and concomitant obstacles faced by the Humanities department at the American University in Cairo, Egypt (AUC). The computerization of AUC began in the 1980s, with workstations mainly in the science, math, engineering, and administrative units; the English Language Institute was equipped with one terminal and an incompatible printer. In 1993, the Humanities department obtained a grant for a locally networked lab with Macintosh computers and began to teach students in composition classes to use word processing. Many obstacles impeded the success of the computer classroom, including improper facilities and students' lack of computer and keyboarding skills. In 1994, AUC achieved Internet connectivity. As demand for Internet support increased, and new computer labs were begun in non-technical departments, faculty learned to teach themselves and rely on each other for technical support and ideas. In two years, even the "non-hacking" faculty became technology-aware if not technology-dependent. The Internet is now the source for technical support and the link with the rest of the academic world. The Humanities department writing classroom was updated in 1994 with proper wiring, lighting, and air- conditioning. One educator is responsible for running the center in addition to her teaching workload. The department and school continue to face difficulties related to lack of resources and lack of ability to "catch-up" and engage in strategic planning involving the future of technology. (SWC) ED405812

College of DuPage Information Technology Plan, Fiscal Year 1994-95.(1994). 123p. Building upon four previous planning documents for computing at College of DuPage in Illinois, this plan for fiscal year 1995 (FY95) provides a starting point for future plans to address all activities that relate to the use of information technology on campus. The FY95 "Information Technology Plan" is divided into six sections, each providing an overview, definition, and lists of major issues, goals, and recommendations. The sections of the report focus on: (1) the planning process, which describes four surveys (i.e., the Student, Faculty, Administrative Departmental, and Academic Departmental Surveys) used to gather information on the college's computing needs; (2) academic computing, including information on student and faculty computer usage, the equipment in student labs, and faculty and student recommendations; (3) administrative computing, including the information processing services of payroll, personnel, general ledger, accounts payable and receivable, purchasing, student registration and records, financial aid, inventory, word processing, and management information system; (4) central computing, including centralized support for hardware, software, and staffing in mainframe and departmental computing and support for the campuswide data networks supporting academic and administrative computing; (5) telecommunications, which describes a proposed system to improve voice, video, and data communications on campus; and (6) financial considerations, which estimates the cost of each recommendation in the previous sections, excluding the telecommunications plan. The bulk of the report consists of appendixes which include additional information on the college and the planning process, a list of the college's academic computing labs, a catalog of administrative applications, a list of department requested applications, and a financial worksheet. (KP) ED370615

Computer Competencies for UW-Stout Students. TQM Team Report.(1994). 49p. This study used a total quality management (TQM) approach to evaluate the perceived computer competency needs of students at the University of Wisconsin- Stout by surveying students (who were asked which of a list of competencies they had), administrators, alumni, and employers (who were asked which competencies they used or expected in employees). For the study 157 new freshmen, 32 undergraduate program directors, 50 alumni, and 100 employers were asked to complete a survey that asked for demographic information and about the usefulness of competencies grouped under the following areas: basic computer skills, word processing skills, spreadsheet skills, database skills, graphics/multimedia skills, and information retrieval/telecommunications skills. The study received responses from all the students, 27 of the program directors, 72 employers, and 30 alumni. Analysis of the data led to the conclusion that all graduates of UW- Stout should be able to: (1) use MS-DOS commands and the "Windows" interface; (2) manage files on a hard disk; (3) learn to use a program with the documentation provided; (4) generate business letters and research reports; (5) create a spreadsheet that includes formulas; (6) create, sort, and query a database; (7) create charts, graphs, and flow charts; and (8) send and retrieve electronic mail. Includes an analysis of the group dynamics under the Total Quality Management philosophy. Appendices appendix contain figures, sample cover letters, and the survey instruments. (JB) ED375696

Cooper, P. A., & Hirtle, J. S. (March 1999). A Constructivist Approach to Technology Literacy for Preservice Teachers. In: SITE 99: Society for Information Technology & Teacher Education International Conference (10th, San Antonio, TX, February 28-March 4, 1999); see IR 019 584. This paper is a report on the findings of a study conducted during an undergraduate computer science class for preservice teacher educators which was restructured using constructivist principles. Qualitative analysis techniques were applied to field notes, transcripts of computer-mediated discourse, project evaluations, an interview with the professor, and student interviews. Quantitative analysis techniques were applied to an attitundinal survey and student self-evaluations of their competency related to problem solving, e-mail, word processing, spreadsheets, presentation software, and the World Wide Web. Findings indicated that students met the technical skills required in an introductory computer science course. (Author/AEF) ED432239

Copenhaver, J. (1998). The Provision of Assistive Technology for Students with Disabilities. This paper provides information on the use of assistive technology devices and services in the special education evaluation process and programming for students with disabilities. The legal responsibilities of the school district to consider assistive technology for the student during the evaluation process and as a possible service on the Individualized Education Program (IEP) is discussed and a list of possible IEP objectives for the student that be accomplished only with the use of assistive technology is given, including: (1) access to a computer for word processing; (2) use of a spell checker for written composition exercises; (3) pencil grips to improve writing skills; (4) hand-held calculators for certain math assignments; (5) a lap board for students with physical disabilities; and (6) a cane for a student with blindness. Assistive technology issues in the implementation of the IEP, IEP review, personnel training, and funding are also addressed. The paper closes with answers to 26 frequently asked questions regarding assistive technology. (CR) ED419339 Available from: World Wide Web: http//www.usu.edu/ mprrc/Products/Assist tech.htm

Courter, G., & Marquis, A. (1999). Mastering Microsoft Office 2000, professional edition. San Francisco: Sybex. 005.369 Courter

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Davis, W., & Mahoney, K. (October 28, 1999). The Effects of Computer Skills and Feedback on the Gains in Students' Overall Writing Quality in College Freshman Composition Courses. This paper reports the results and educational implications of an experimental, comparative study evaluating the gains in overall writing quality in two groups of college freshmen composition students. The experimental group of 45 students learned to compose their first four of eight essays on the computer, while their professor intervened with feedback during their writing processes. The control group of 43 students did not receive this instructional treatment, as their instructor gave them feedback only after grading each of their eight handwritten products. The researchers hypothesized that feedback from the professor during the planning and composing processes, especially on the computer, was statistically more effective on students' writing quality than the other instructor's graded feedback on students' handwritten products. This study used a quantitative, pretest/post-test experimental design, with statistical analysis (paired T-tests). According to the results, the students' gains in overall writing quality, between pretest and post-test essays, were statistically significant for both comparison groups of college freshmen writers. However, statistically, there was a highly significant difference between the two groups in the students' post-test outcomes. The experimental group had significantly higher post-test scores and showed more significant gains in writing quality than the control group. In addition, students in the experimental group learned long-term skills in word processing for successful communication on any writing assignment. This study also suggests numerous variables or features in teaching writing for further research, helping educators realize that remaining "up close and personal" facilitates their students' planning, composing, and revising, especially on the computer, to produce much more effective college writers, as well as more successful graduates and employees. (Contains 20 references and 2 tables of data; an appendix presents a description of the essay scoring procedure.) (Author/EF) ED435097

Desmarais, L. (1994). Proposition d'une didactique de l'orthographe ayant recours au correcteur orthographique (Proposal for a Teaching Methodology for Spelling Using a Spell- Checker). 379p. A study was undertaken to determine the effectiveness of a spelling instruction method using a computer spell-checking program. The proposed teaching methodology is supported by theoretical hypotheses drawn from the field of cognitive psychology associated with the learning of spelling and pedagogical principles associated with the teaching of spelling. Subjects were 20 francophone and 5 anglophone federal employees in Canada. All were pretested for French spelling problems using a standardized test. After familiarization with the operation of the computer software, students engaged in structured exercises involving editing and correction of spelling over a period of four weeks, in two sessions a week. The exercises were based on individual spelling problem patterns. Subjects were then post-tested with the same standardized instrument used for pre-testing. Results indicate that the intervention was effective for certain error types, but some inadequacies were found in the grammatical typology used and in the lexical distinctions possible with the spell-checker. The software was found to be useful for identifying subjects with a deficient strategy for correction. The method is seen as having significant potential for instructional purposes, especially with some further software development. (MSE) ED379933

DiMillo, J. B. (1996). Curriculum Guide for Computer Writing. 45pp. Product of the Casco Bay Partnership for Workplace Education. For other "Casco Bay Partnership for Workplace Education" documents, see CE 077 843-844 and CE 077 859, and CE 077 927. This curriculum guide provides instructional materials for an 8-week course to enable students to see themselves as computer users and writers and to encourage them to take an active rather than a passive role. For each pair of weeks, this information is provided: goal, objective(s), tools, and actions (descriptions of activities for teachers and/or students). The objective for Weeks 1-2 is to learn how to use a computer and word processing program to express thoughts, feelings, and experiences. A list of terms is provided. The objectives for Weeks 3-4 are as follows: use a computer and word processing program to express thoughts, feelings, experiences, and reactions to other writers; and examine, discuss, and think about what "we have written about our past and present experiences." The objectives for Weeks 5-6 are as follows: use a computer and word processing program to express thoughts, feelings, and experiences; examine, discuss, and think about what "we have written about our past and present experiences"; and learn how to listen to "our own and others' writing." Weeks 7-8 objectives are as follows: use a computer and word processing program to express thoughts, feelings, and experiences; examine and discuss what other writers have written about their past experiences and the experiences of others; and help students see literature as part of a whole. Two appendixes contain writings by students and handouts. (YLB) ED426221 You be able to order this document from the EDRS.

Distributed by Ballantine Books. 651.8 McWilliams 1983

Donohue, S., & Herres, L. (1995). Cyber-Seniors: Planning Computer Courses for Older Adults. 59p. This study was designed to solicit responses from senior citizens (adults over the age of 55) who had enrolled in a computer course after retirement. The information is intended to aid program planners for seniors in developing future courses. Seventy-six seniors from four local sites (Puget Sound, Washington) and two nationwide online services completed surveys detailing why they had enrolled in the course, if the course had met their reasons for enrolling, and how they were using their computer skills currently. Suggestions for future courses and comments were also solicited. The majority of seniors (45) completed computer courses to learn the basics of the computer for the first time and 74% were satisfied that the course had met their needs. Some of the reasons given for a course's failure to meet the students' needs were: "not complex enough"; "too much at one time"; "too brief"; and "too technical." The variety of uses that seniors found for their newly learned skills was unexpected. Uses included: financial and home records (37%); word processing (30%); online (21%); volunteer work (17%); and games (13%). Recommendations for further research is recommended with emphasis on ethnic/racial backgrounds. Seven figures and seven tables illustrate data. Appendices include: the survey; site descriptions; survey responses to "other reasons for enrolling in a computer course"; responses to "why computer courses did not meet senior needs"; responses from "how seniors use computer skills"; suggestions and comments from surveys; and synopses of interviews with selected participant. (Contains 27 references.) (MAS) ED386168

Doughton, S. (1997). Beginning Keyboarding, Postsecondary Level. Curriculum Guide for Improvement of Instruction in Business Subjects. 35pp. For related curriculum guides, see CE 074 825-833. This document, which is intended for business education teachers at the postsecondary level, contains the information required to deliver a 1-semester beginning keyboarding course. The course is designed to help students develop a keyboarding speed of 30-40 words per minute and learn to use word processing software to create, store, print, and edit business and personal-use documents. The guide begins with a brief course description, rationale, list of course objectives, evidence from the research that supports the course's approach and underlying philosophy, brief discussion of assessment techniques, and list of materials and equipment needed. Presented next is a course outline that includes the topics and suggested activities to be covered in the course's four units, which cover the following topics: operating a keyboard; using formatting techniques; formatting basic business documents; and building keyboarding, word processing, and language arts skills and creating simple reports and employment documents. Appendixes constituting approximately 75% of the document contain a keyboarding technique rubric and 17 skill-building exercises and activities including the following: journal activity, group activities, review activity, multicultural timed writing activity, ethics activity, cross-curricular activity, production test, timed writing test, and Internet activity. The bibliography contains 29 references. (MN) ED412343

Dowling, C. (1999). Writing and Learning with Computers. Noting that technology is rapidly changing how people write, and why, this book explores the types of computer-mediated writing that can be undertaken by students of all ages and abilities, from elementary school through the university, both within and outside the classroom. It addresses such issues as whether there are computer programs that "teach" writing, critical theory, literacy, and writing to learn. The book helps teachers navigate these issues, exploring the new technologies impacting on writingword processing, hypertext, and the Internetand their successful integration in the classroom. Chapters in the book are: (1) Word Processing and the Writing Process; (2) Word Processing in the Classroom: Questions and Answers; (3) Word Processing in the Classroom: Activities for Students; (4) Hypertext in Theory and Practice; (5) Multimedia and Writing; (6) Multimedia in the Classroom; (7) The Internet: New Contexts for Writing; (8) Writing on the Internet: Questions and Answers; (9) Writing on the Internet: Activities for Students; and (10) Writing with Computers: What's Next? (Contains suggestions for further reading and an index.) (RS) ED434354

Dubrovin, V. (1987). Creative word processing. New York: F. Watts. An introduction to using a word processor for simplifying tasks such as letter writing or printing a newsletter and for creative projects such as producing greeting cards, making brochures, and scriptwriting. 652.5 d819

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Ediger, M. (1996). Middle School Pupil Writing and the Word Processor. Pupils in middle schools should have ample opportunities to write with the use of word processors. Legible writing in longhand will always be necessary in selected situations but, nevertheless, much drudgery is taken care of when using a word processor. Word processors tend to be very user friendly in that few mechanical skills are needed by the writer. Below are a few situations in which word processors were used in ongoing lessons and units of study. First, word processors were used to help students in the group writing of triplets, couplets, and limericks. Second, in a unit on the Middle East, students viewed a set of slides on the Middle East. Then student groups were asked to write a limerick using the word processor. Students seemed to enjoy writing together on the computer. Third, poetry writing was further emphasized by a teaching team in the science curriculum. Pupils were studying a science unit on "The Changing Surface of the Earth." For one learning activity, pupils with their teacher's guidance made a model volcano from plaster of Paris. Ammonium dichromate crystals were lit inside the volcano and liquid materials flowed down its sides. In their groups, pupils were then given a chance to come up with imagery to describe the eruption and to write poetry pertaining to it. (Contains excerpts of student poetry.) (TB) ED393101

Edwards, D., Morley, M., Potter, D., & Stapleton, J. (1997). Ninth Grade "Microcomputing and Document Processing." Curriculum Guide for Improvement of Instruction in Business Subjects. 34pp. For related curriculum guides, see CE 074 825-833. This document contains the information required to deliver a 1-semester course in microcomputing and document processing that is designed for students in grade 9. The document begins with a course rationale, brief course description, list of course objectives, and list of 14 teaching strategies and suggestions for business educators to use to prepare students for information-intensive workplaces. Presented next is a course outline that includes the objectives, daily activities, and extended activities for the course's 12 units, which deal with the following topics: keyboard basics; keyboarding and the alphabet; basic formatting techniques; reports; basic, intermediate, and advanced correspondence; tables; advanced reports; and advanced tables. Concluding the guide are 11 sample activities and sample criterion and reference measures. Included among the sample activities are the following: an exercise in writing and following written instructions; a team-building exercise; a scrambled word exercise featuring computer-related vocabulary; group and individual job application exercises; an Internet scavenger hunt; and a stock market game based on an interdisciplinary approach. The bibliography contains 19 references. (MN) ED412346

Ely, D. P. (1995). Technology Is the Answer But What Was the Question? 19pp. The James P. Curtis Distinguished Lecture, Capstone College of Education Society, University of Alabama (April 14, 1995). This paper examines how, why, and by whom technology is being used in schools. Educational technology is defined as the systematic design and use of hardware and software to achieve specific objectives. Recent studies indicate that the most frequent location of computers in schools is in the administrative office; second is in the library media center and third in a computer lab. Computers are used mostly for word processing, followed by drill and practice and educational games. The following rationales for using computers in schools are identified: social, vocational, pedagogic, and catalytic. In the United States, the social and vocational rationales are dominant. Some studies show that computer-based programs in elementary education benefit only the highest scoring students and students taught by teachers most knowledgeable about the computer system being used; in colleges and universities only about 10 percent of the faculty use technology in the classroom. Factors that contributed to one elementary school's successful use of technology were: availability of computers in the classroom; support and sharing of resources; a supportive district and principal; a strong computer coordinator; early and thorough teacher training; and user-friendly systems. Conditions leading to successful implementation of technology in schools are: dissatisfaction with the status quo; knowledge and skills; resources; rewards and incentives; commitment; leadership; time; and participation. The following ideas should be considered: creating conditions for learners to become responsible for their own learning; helping learners use the right tools; how to "humanize" technology; and helping learners raise the "right" questions. (Contains 14 references.) (AEF) ED381152

Esser, L. G. (1996). Juggling Students, State and Teacher Beliefs: The Classroom Teacher and Education Reform. 30pp. Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996). Data on the implementation of state-mandated portfolio assessment guidelines were collected in a class of 25 fourth-grade students in a Kentucky urban school, using participant observation, interviews, and document analysis. The use of computers as word processors was found to facilitate students' ability to read their work aloud to their class, supporting student self-esteem and pride in their writing in this and other ways. The production of typed texts for portfolio inclusion rather than handwritten samples was found to reduce the role of handwriting and spelling (low priorities according to state guidelines) in portfolio evaluation. Several techniques for helping students develop quality materials for their portfolios are discussed, all of which appear to be time- consuming but effective. The use of substitutes in the classroom one day each week to provide the regular teacher with time to help students with portfolio materials led to problems in classroom behavior on such days, but helped generate stronger portfolios. The challenge of balancing the school's schedule the state's portfolio requirements, and the students' day-to-day needs is explored in the larger context of assessment-driven elementary education. (Contains 25 references.) (PB) ED397012

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Field, T. (1984). Using MacWrite and MacPaint. Berkeley, Calif.: Osborne McGraw-Hill. 005.365 Fie

Flatley, M. E. (1996). Teaching Electronic Communication: Technology for the Digital Age. 46p. This document, which is designed for classroom teachers at all levels, examines the various electronic communications technologies available today and describes teaching methods and classroom techniques that teachers of business communication and other business education courses can use to introduce students to those technologies. Presented first are a brief introduction to available electronic communication technologies and their relevance to business students and a framework for organizing and selecting the best electronic communication tools for given tasks/settings. Next, available electronic communication tools are grouped as follows (based on the communications settings in which they have been deemed most appropriate): same time/same place tools (electronic meeting systems and presentation tools); same time/different place tools (online conferencing/chat, whiteboard conferencing, and videoconferencing); different time/same place tools (work group computing, word processing/electronic document publishing, bulletin board systems/Usenet newsgroups, and kiosks); and different time/different place tools (electronic mail/listservs and hypermedia/multimedia). After a description of the characteristics, applications, and benefits of each electronic communication tool, ideas for using the tool in business communication and other business classrooms are suggested. Concluding the document are a brief look at the future of electronic communication, glossary, and 38 references. (MN) ED401400

Fleming-McCormick, T., & Others, A. (1995). Final Guidelines and Procedures for Teacher Development Systems: Integrating Technology and Instruction. 19p. This paper examines how technology was used to enhance instruction in schools that are viewed as "promising" in their technology use by individuals in state education agencies. Four elementary, three middle and two high schools from Arizona, California and Nevada were examined. Extensive document review and telephone interviews were conducted in preparation for two-person 1- to 2-day site visits. Four schools reported that teachers actively used technology in instructional delivery; minimal equipment included a computer, Video Cassette Recorder (VCR) and large video monitor in each classroom for multimedia presentations. A few teachers incorporated online telecommunications into their curriculum and instruction. Students used computers for learning keyboarding or practicing word processing and graphics; students at schools with Internet capacity used it for doing research for class projects. Five schools offered video production opportunities for students. In terms of technology integration, three trends were consistent: (1) using technology in project-based curriculum, (2) concerns with articulation issues between grade levels, and (3) an increased legitimation of "technology as curriculum" at upper-grade levels. Staff training and support depended on technology types, schools' equipment and availability of training personnel, the purposes and manner for which technology was going to be used, and the breadth and level of technology skills already held by the teachers. Schools used two additional strategies to provide support for technology use: access to a variety of technologies and use of technology beyond the school. Contains ten references. (AEF) ED388312

Floyd, E. (1998). Quick and easy newsletters ( 1st ed.). St. Louis, MO: Newsletter Resources. 070.175 Floyd

Fluegelman, A., & Hewes, J. J. (1983). Writing in the computer age : word processing skills and styles for every writer. Garden City, N.Y.: Anchor Books. 808.02 f646

Frank, D. (1985). Silicon English : business writing tools for the computer age. San Rafael, Calif.: Royall Press. 808.066 f828

Fraser, J., Ed. (1998). Growing Up Different (Adult Student ESL Journals). 21p. Participants in an adult education grade 11 English-as-a-Second-Language (ESL) writing class, all immigrants to Canada with varying cultural backgrounds, wrote journal entries in response to the theme "growing up different." The project involved individual writing, word processing, peer editing, computer graphics, audiotape recording of completed essays, and creation of a bound book. A description of the project, drawing on recent research in ESL instruction, is presented and the ten resulting essays are included. The stories, which comprise over half of the document, reflect widely varying background experiences, and some similarities in experiences after immigrating. Contains 15 references. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED419427

Freitas, C. V. d., & Ramos, A. (1998). Using Technologies and Cooperative Work To Improve Oral, Writing, and Thinking Skills: Voices from Experience. 11pp. In: Proceedings of Selected Research and Development Presentations at the National Convention of the Association for Educational Communications and Technology (AECT) Sponsored by the Research and Theory Division (20th, St. Louis, MO, February 18-22, 1998); see IR 019 040. This study was conducted during 2 school years, involving one teacher and one classroom from each of four elementary (grades 1-2) and secondary schools. The study included writing activities on the word processor, videoconferencing, and World Wide Web use. The main data source was a series of videotapes of the above mentioned activities. Researchers interviewed students informally, and teachers participated in informal talks and submitted written commentaries. At the time of publication, data analysis was still in progress. Provisionary findings include: (1) videoconferencing promotes the connection between people at various levels and in several ways; (2) information provided on the Web, following a hypermedia structure, but with a dominant amount of text, provides opportunities for the development of written comprehension; (3) interdisciplinary writing activities are a good way to improve writing skills and provide students with an opportunity to use writing not only as an object of study, but also as a learning tool; (4) cooperative learning environments encourage students to share and discuss ideas, as well as encourage the less skilled ones to participate; and (5) there are no easy or definitive answers to integrating technology into educational learning contexts. Further data analysis will be conducted. (Contains 61 references.) (DLS) ED423835

Frey, J. M. (2000). Teaching Preservice Teachers To Incorporate the World Wide Web To Promote Respect of Cultural Diversity. Paper presented at the Annual Meeting of the Association of Teacher Educators (80th, Orlando, FL, February 12-16, 2000). Page Length: 15. This paper describes how preservice teachers at one university are introduced to computer technology in a nonthreatening manner and how they learn to use the World Wide Web to promote cultural pluralism. Students are introduced to computer technology (e.g., word processing, e-mail, and database searching); then they learn how to harness the power of the World Wide Web (WWW) in order to gather information about any topic and actively engage their students with current resources. Students learn to use the WWW to gather information globally to develop an integrated or interdisciplinary thematic unit. Development of the unit will help students learn about the contributions of other cultures, understand other cultures while developing Internet skills, and develop cooperative groups. The unit is also meant to foster pride in ethnicity. It is hoped that the preservice teachers' newly acquired cultural awareness and knowledge will help increase their respect for the diverse student populations which they will eventually be teaching. A pre- and post-test of cultural knowledge will be conducted to determine changes in student awareness. The paper lists web sites that have helped in this consciousness raising process. (Contains 10 references.) (SM) ED438279