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

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Gallick-Jackson, S. A. (1997). Improving Narrative Writing Skills, Composition Skills, and Related Attitudes among Second Grade Students by Integrating Word Processing, Graphic Organizers, and Art into a Process Approach to Writing. 118pp. M.S. Practicum Project, Nova Southeastern University. A practicum program was developed and implemented to improve narrative writing skills, composition skills, and related attitudes among the targeted second grade students. Objectives for the program were for: 75% of the students to increase their narrative writing skills by at least one proficiency level; 75% of the students to increase their writing composition success by at least one proficiency level; and to increase positive attitudes toward writing by 20%. Strategies chosen to solve the problem included integrating word processing techniques, graphic organizers, and art into the process approach to writing. To prove that the writer's solution strategies worked, the targeted students' pre- and post- writing attitudes surveys were evaluated and compared. The writing prompt pretest and posttest samples were assessed using a rating scale to measure narrative writing skills and a scoring rubric was used to measure composition skills. All the program objectives were met with the target group improving in all areas. (Includes six tables of data; contains 33 references. Appendixes include a writing attitude survey, narrative writing prompt, rating scale for narrative writing, scoring rubric, writing process poster, writing workshop poster, guided lesson plan, narration criteria worksheet, narration revision checklist, Arrow map, Donut on a Napkin map, narrative writing results, writing composition results, writing attitude survey results, and a software evaluation form.) (Author/CR) ED420064

Garcia, P., & Sharma, S. (1995). Workplace Communication & Computer-Assisted Learning Workshop. Worker Education Program. 34pp. For related documents, see ED 391 396-400, ED 399 311, ED 401 379, ED 402 464, ED 413 793, and CE 077 501-506 and 508-513. This workshop engages students of adult basic education (ABE) and English as a second language (ESL) students in the higher levels of communication necessary in the workplace: essay writing, filling out forms, and analyzing data. Students use statistics from the workplace to practice reading and manipulating data, workplace forms to practice filling in cells, and essay writing to describe an accident or training session. This curriculum guide for teachers and students provides the following: objectives, background information, a list of materials needed, a list of six suggested books, a syllabus for orientation, a syllabus for a refresher for continuing students, a bibliography listing six entries, and nine activities using forms and materials used in the workplace, such as vacation requests, word processing documents, resumes, memos, accident report forms, production sheets, and lists of supplies and materials. (KC) ED425289 You be able to order this document from the EDRS.

Gatlin, R., & Others, A. (1995). Word Processing Competencies. 20p. Research indicates that people tend to use only five percent of the capabilities available in word processing software. The major objective of this study was to determine to what extent word processing was used by businesses, what competencies were required by those businesses, and how those competencies were being learned in Mid-South states. A questionnaire was mailed to selected human resource managers in the metropolitan statistical areas of Little Rock, Arkansas; Jackson, Mississippi; New Orleans, Louisiana; Houston, Texas; and Oklahoma City, Oklahoma. Of the 81 usable questionnaires returned, all 81 of the respondents were currently using word processing software packages. WordPerfect was most commonly used, by 62 businesses, followed by 28 using Microsoft Word, and 15 using Q & A. Departments using word processing were: personnel and human resources (33.3%); company-wide (42.0%); administrative (33.3%); accounting (32.1%); and marketing and sales (18.5%). Primary word processing applications used included: letters (96.3%); memos (92.6%); reports (91.4%); envelopes and labels (81.5%); tables (75.3%); newsletters (66.7%); columnar text (64.2%); and electronic mail (45.7%). In responding to what employees who use word processing need to know, 93.8% indicated that basic formatting was the most needed skill, followed by: speller/thesaurus (85.2%); move/copy (79.0%); file (75.3%); disk maintenance (72.8%); graphics (34.6%); and macros (27.2%). Of the businesses using word processing, 50.6% indicated that word processing knowledge was highly desirable in prospective employees; 38.3% indicated that it was desirable. The following 12 tables of data are provided: word processing software used; word processing applications; built-in functions; word processing knowledge areas; file management competencies; format competencies; insert and delete competencies; key competencies; miscellaneous competencies; table competencies; factors considered in selecting software; and type of responding business. (Contains 19 references.) (MAS) ED382182

Gehris, D. (1997). Using WordPerfect 6.1 for Windows for desktop publishing. Cincinnati, Ohio: South-Western Educational Publishing. 686.22544536 Gehris

Gilbert, S. W., & Green, K. C. (1995). Information Technology: A Road to the Future? To Promote Academic Justice and Excellence Series. 48p. This publication is intended to provide college faculty and staff with a guide to information technology issues in higher education. Mid-Way through the 1990s, higher education confronts the second phase of the information technology (IT) revolution, a shift in emphasis from the computer as a desktop tool to the computer as a communications gateway. Major academic benefits are expected from increasing use of IT in the areas of content, curriculum, and pedagogy. For the academic year 1994-95, more than half of all entering freshmen were already familiar with an academic use of computing; because of this, IT has become another selling point for institutions as they compete for students. A growing number of faculty report improvements in the quality and effectiveness of their teaching by using IT, but investment in necessary support service staff are not keeping up with investments in technology. Use of the Internet is growing rapidly but access and use are uneven across and within campuses. However, the promises that IT would greatly improve productivity have yet to be realized. Today, it is in the areas of word processing, e-mail, and online information that IT is most common on campus. Many institutions are applying IT to new distance learning efforts. Institutions must plan how this technology will be used and must integrate IT into existing frameworks and goals. (Contains 10 reference notes.) (JLS) ED404924

Giles, P. (1998). C-Print[TM]: A Notetaking System. NETAC Teacher Tipsheet. For other NETAC teacher tipsheets, see ED 307 686-692. Page Length: 4. This tipsheet describes C-Print[TM], a computer-aided speech-to-print transcription system, as a support service option for deaf and hard-of-hearing student(s) in mainstream educational environments. C-Print requires a typist to capture a teacher's lecture (and students' comments) into a laptop computer. The typed information is displayed simultaneously on a second laptop computer, or a television monitor, for the hearing impaired student/s to read during class. Afterward, the printed text is available to these students for review purposes. The system uses word processing software aided by abbreviation and communication software. Software costs average about $900, and salaries for the typist are between those of a professional notetaker and an interpreter. Ten strategies for faculty members using C-Print are suggested, such as: introduce the captionist and the C-Print service to the class, thereby demonstrating faculty support; allow the captionist to sit in a location that makes hearing the instructor and students as easy as possible; and restate or summarize students' comments if they are difficult to hear or are disorganized. (DB) ED438667

Glatzer, H. (1981). Introduction to word processing. Berkeley: Sybex. 651.8 g549

Gloster, P. (1995). The way Microsoft Word for Windows 95 works. Redmond, Wash.: Microsoft Press. 652.55369 Gloster

Godsey, S. B. (2000). The Effects of Using Microsoft Word[R] on Journal Word Counts in the High School English Classroom. Master of Arts Action Research Project, Johnson Bible College. Page Length: 31. A teacher in a rural high school in East Tennessee observed that her high school advanced English students would readily agree to writing journal entries as long as they were allowed to use word processing software. In the past, students had bemoaned the daily ritual of journal writing using pencil and paper. The teacher wanted to find out if students actually wrote more words using word processing software than they produced when writing with pen and paper. The literature review on the benefits of using word processing software centered on the elementary grades, when students are unfamiliar or unpracticed with keyboarding skills. Results of those studies were negative since students had to contend with not only writing skills, but also the subtleties of keyboarding. Two English II Advanced classes participated as the subjects for this study. During the first six weeks of school, both classes were introduced to the journal writing process. Upon entry into the classroom, students would write for 15 minutes on a topic assigned by the teacher, which related to the day's lesson. During the second six weeks, the control group wrote in daily journals using the traditional classroom tools of pencil and paper. The treatment group met in the computer lab for the first 15 minutes of class to write in journals using computer software. At the end of the second six weeks, the teacher compared the word totals of each group to determine which group had produced the highest number of words. This research concluded that students familiar with keyboarding skills will produce more words in daily journals than those who write using pencil and paper. (Contains 25 references.) (Author/RS) ED441254

Gookin, D. (1993). WordPerfect 6 for DOS for dummies. Foster City, CA: IDG Books. 005.369 Gookin

Gookin, D. (1993). WordPerfect 6 for dummies. Foster City, Calif.: IDG Books. 005.369 Gookin

Gookin, D. (1994). Word for Windows 6 for dummies. Foster City, Calif.: IDG Books. 652.5536 Gookin

Gookin, D. (1994). WordPerfect for dummies. Foster City, Calif.: IDG Books Worldwide. 652.5536 Gookin

Gookin, D. (1995). Word for Windows 95 for dummies. Foster City, CA: IDG Books Worldwide. 005.369 Gookin 1995

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Haffey, L. J. (1994). Integrating PC Tools for Presenting Information in Science Classes. 6pp. In: Recreating the Revolution. Proceedings of the Annual National Educational Computing Conference (15th, Boston, Massachusetts, June 13-15, 1994); see IR 017 841. There are a variety of computing tools available in educational institutions. With the knowledge of standard tools and how they can be used to compliment one another, students can gain impressive skills in information presentation. This paper describes a method for science students to use in preparing data for analysis and dissemination and informs about the interactive nature of the technology. A sample project demonstrates the following general procedure for using a word processor and spreadsheet to develop a project: (1) generate data with an application on a computer program; (2) import data into a spreadsheet; (3) organize and label data using a spreadsheet; (4) construct graphs of data using a spreadsheet; (5) write the text to communicate the results of the project using a word processor; (6) input spreadsheet data into the word processor for formal presentation; (7) utilize special features of the word processor to highlight the information and to shorten the overall preparation time; and (8) produce the hardcopy to communicate the results. An appendix provides a sample basic program. (Author/AEF) ED396682

Haffner, A. W., & Kress, M. E. (1997). The Role of Facilities and Faculty Peer-to-Peer Mentoring in Supporting Faculty's Use of Multimedia/Computer Technologies in Support of Classroom Instruction. 7pp. In: Association of Small Computer Users in Education (ASCUE) Summer Conference Proceedings (30th, North Myrtle Beach, SC, June 7-12, 1997); see IR 018 473. This paper outlines characteristics of the digital information infrastructure at the College of Staten IslandCity University of New York. It describes the college's vision for supporting faculty use of technology; the successful use of faculty peer-to-peer mentoring for expanding the pedagogic use of word processing, e-mail, listservs, home pages, the Internet for curriculum enrichment and research, and electronic materials (text, audio, images) in presentation programs. The paper describes the new Faculty Center for Excellence in Pedagogy and Media Technologies, a facility that provides faculty with access to two media specialist personnel and computer hardware and software, and two teaching laboratories, one for group instruction consisting of a network of 21 personal computers and another that is a 35-station teleconferencing laboratory for bridging learning distances. (Author) ED410923

Haist, C. P. L. (2000). An Evaluation of Microsoft Word 97's Grammar Checker. This paper addresses the question of how grammar checkers help or hinder students by analyzing the performance of the Microsoft Word 97's Grammar Checker at flagging and explaining errors frequently made by college students. Thousands of sentences were fed into the program. Results indicate that it caught some of the errors reliably (e.g. subject-verb agreement errors) and others at least occasionally (e.g. comma and capitalization errors). However, the program does not catch most pronoun or modifier errors, and it occasionally labels a correct sentence as an error. An indication is provided regarding the writing style settings needed to catch each type of error. Findings suggest that some students can improve their documents using Grammar Checker if their writing is relatively free of errors, and if they are willing to consult a grammar handbook occasionally. Recommendations to teachers promoting Grammar Checker include: (1) encouraging students to proofread; (2) ensuring that students have a basic understanding of sentence structure and grammar terminology; (3) explaining limitations of Grammar Checker; (4) suggesting that students select "custom" as the writing style; (5) helping students select grammar and style settings appropriate for their level of expertise; (6) encouraging students to run Grammar Checker with Help turned on; and (7) suggesting that students consult a grammar text when they do not understand information in the Help box. Contains 31 figures presenting Help boxes generated by the software program. (EF) ED438538

Halvorson, M., & Young, M. J. (1997). Running Microsoft Office 97 ( Select ed.). Redmond, WA: Microsoft Press. 005.369 Halvorson

Hardesty, G., & Utesch, W. E. (1994). Counselors and Computers: A Survey of Compatibility and Use. 16p. Almost every profession has capitalized on the computerized processing of data. High school counselors in particular, require quick and accurate access to career information and though such technology can be expensive, it be less prohibitive than adding additional staff. This study examines how school counselors utilize computers in their counseling programs. Seventy school counselors, representing grades kindergarten through post high school, returned questionnaires formulated for this study. Survey results indicated broad computer utilization by the respondents. Elementary counselors used computers for record keeping, printing projects, bibliotherapy, and calendar events. Middle or junior high school counselors employed computers for career information, limited remedial work, daily attendance, and calendar events, while high school counselors use computers for career awareness and gathering information on post- high school degree programs. Counselors at all grade levels used computers for word processing. Other uses of the computer included documenting counseling sessions and maintaining various records, such as grades and daily attendance. Although most counselors expressed optimism concerning computer utilization, many expressed concern about the need for more in-service training. Participant remarks suggest that counselors will continue to broaden their computer use as time and resources allow. Appendices contain a survey sample, software information, and statistical summaries. Contains five references. (RJM) ED376418

Harris, S. E. (1996). WordPerfect 7 for Windows 95 bible. Foster City, CA: IDG Books Worldwide. 005.369 Harris

Hart-Davis, G. (1997). The ABCs of Microsoft Office 97 professional edition ( 2nd ed.). San Francisco: Sybex. 005.369 Hart-Davis 1997

Harvey, G. (1999). WordPerfect 9 for Windows for dummies. Foster City, CA: IDG Books Worldwide. 652.55369 Harvey

Harvey, L., & Others, A. (1995). Student Satisfaction. The 1995 Report on the Student Experience at UCE. 259pp. Prepared at the Centre for Research into Quality. This report presents results of the 7th annual student satisfaction survey at the University of Central England (UCE) at Birmingham. The report published in two parts, contains in the first part all the students' ratings of satisfaction and importance and associated commentary; the second part, a separate statistical supplement, contains the detailed data upon which the tables and graphs in the main report are based. A glossary of abbreviations precedes the main body of the report. An introductory chapter describes the survey procedures, respondents (2,191 out of a sample of 4,810), and the students' overall evaluation (68 out of a possible 100, continuing an upward trend). The four-sector matrix used to help students jointly rate both satisfaction and importance of individual issues is explained. Individual chapters then report results in narrative, tables, and graphs for the following areas: teaching staff, course organization, teaching and learning, information serviceslibrary, information servicesword processing, computing, refectories, UCE accommodations, student services, the university environment, social life, financial circumstances, and self development. The survey itself is appended. (DB) ED388166

Herling, T. J. (1994). Resistance to the Adoption of Computer Communication Technology by Communication Faculty. 24pp. Paper presented at the Annual Meeting of the Association for Education in Journalism and Mass Communication (77th, Atlanta, GA, August 10-13, 1994). A study examined adoption of computer communication technology by communication faculty in a sample of schools of communication in which online database services and electronic mail were made available to individual faculty members without cost or access barriers. A mail survey sent to 178 faculty at 10 institutions was returned by 115 faculty, for a return rate of 64.6%. Results indicated that: (1) only a little more than half of the respondents reported using the computer services (Mead Data Central's Lexis/Nexis full-text database service) or electronic mail; (2) neither gender nor age nor availability of a computer at the workplace were related to computer use; and (3) almost all of the professors said they used a personal computer for some purpose, mostly word processing. Results also indicated that a scale based on S. Ram's Model of Innovation Resistance predicted usage of Lexis/Nexis. (Contains 39 notes and four tables of data.) (RS) ED374480

Hockey, S. (1997). Making Technology Work for Scholarship: Investing in the Data. 16pp. Paper presented at the Conference on Scholarly Communication and Technology (Atlanta, GA, April 24-25, 1997), see IR 056 774. This paper examines issues related to how providers and consumers can make the best use of electronic information, focusing on the humanities. Topics include: new technology or old; electronic text and data formats; Standard Generalized Markup Language (SGML); text encoding initiative; encoded archival description (EAD); other applications of SGML; the relationship between SGML, HTML (HyperText Markup Language) and XML (Extensible Markup Language); SGML and new models of scholarship; and making SGML work effectively. Long before digital libraries became popular, live electronic text was being created for many different purposes, most often, with word processing or typesetting programs. Other electronic texts were created for the purposes of retrieval and analysis. Another commonly used method of storing and retrieving information is a relational database, in which data is assumed to take the form of one or more tables consisting of rows and columns. SGML was designed as a general purpose markup scheme that can be applied to any electronic information. In SGML terms, objects within a document are called elements; the syntax allows the document designer to specify all the possible elements as a Document Type Declaration (DTD) which is a kind of formal model of document structure. The formal structure of SGML means that the encoding of a document can be validated automatically, a process known as parsing. The humanities computing community was among the early adopters of SGML. Following a planning meeting at which representatives of leading humanities computing projects were present, a major international project called the Text Encoding Initiative (TEI) was launched. The TEI SGML application is built on the assumption that all text share some common core of features to which can be added tags for specific application areas. Another SGML application which has attracted a lot of attention in the scholarly community and archival world is the Encoded Archival Description (EAD). Attention must now turn to making SGML work more effectively. (AEF) ED414932

Hodson, M. (1991). Word processing plus : profiles of home-based success. Galveston, Ind.: CountrySide Pub. 652 h692

Hoffman, P. (1988). Microsoft Word made easy ( 3rd ed.). Berkeley, Calif.: Osborne McGraw-Hill. 652.5 h699 1988

Hoge, J. D. (1996). Observations on the Use of Computer and Broadcast Television Technology in One Public Elementary School. 17pp. Paper presented at the Annual Conference of the National Council for the Social Studies College and University Faculty Assembly (Washington, D.C., November 22, 1996). This paper provides participant observations regarding the use of computer and broadcast television technology at a suburban public elementary school in Athens, Georgia during the 1995-1996 school year. The paper describes the hardware and software available in the school, and the use and misuse of computers and broadcast television in the classroom. Word processing software was the most frequently used and productive classroom tool. Student misuses of computer technology included: inappropriate expectations, procrastination, and "digital delinquency" such as loading non-educational games, and typing inappropriate poems and stories. Teacher misuses of technology included: searching of the Internet during the class, without prior identification and previewing of sites, and the use of electronic fraction bars which were more easily used in their regular plastic form. The difficulties with a student-produced broadcast of the morning announcements are discussed. Conclusions from the year-long observation include: (1) infusions of hardware and software alone will prove to be educationally ineffectiveongoing teacher training and school level support are essential; (2) disadvantaged youth need greater access to computers during school hours than their more well-to-do peers who often have technology resources at home; and (3) legitimate educational goals derived from established curriculum guidelines must drive the use of electronic technology. (SWC) ED410949

Hole, W. C., & Holt, C. (1994). Adult Library Patrons with Disabilities: An Assessment of Information Access Needs. 165pp. Prepared by the Special Needs Center. The Phoenix Public Library's Special Needs Center (SNC) has provided service to disabled patrons and professionals who serve the disabled community for over 10 years. Determined to stay abreast of changing needs, the SNC initiated a needs assessment project which included staff, professionals, and patrons. The purposes of the needs assessment were to: (1) assist with long range planning; (2) identify patron and professional needs; (3) document needs that can be used in preparing grant proposals; and (4) identify additional arenas in which the SNC be of service. The data were gathered through the use of staff, patron, and professional surveys. Data indicated patrons most often used special needs services/resources for personal enjoyment while professionals used services for their jobs, to assist clients, and for professional development. Among patrons, highest use of services occurred in the Large Print Books by Mail Program, using staff to help locate references, and use of assistive technology to read materials. Highest areas of use among professionals were related to braille production, checking out regular print books in the Center, word processing in the computer workplace, and using Center reference materials. Based on a review of the literature and analysis of the needs assessment data, an "Information Access Planning Guide" was developed to assist in planning. The survey instruments used in the study are appended. (Contains 25 references.) (JLB) ED374819

Holmes, R., & Nelson, E. (1994). Word 6 for Windows : VisiRef. Indianapolis, IN: Que. 652.5536 Holmes

Howley, A. A., & Howley, C. B. (1994). Receptivity to Telecommunications among K-12 Teachers in a Rural State: Results of a West Virginia Survey. 31pp. Paper presented at the Annual Meeting of the National Rural Education Association (Tuscaloosa, AL, October 1994). Distance education is a way to provide needed instructional resources to rural schools, and the Internet and other telecommunications networks are the newest addition to the distance education toolkit. However, little is known about rural teachers' technological skills and attitudes in this area. A mail survey of 262 K- 12 teachers in West Virginiaa predominantly rural stateexamined their computer and telecommunications skills, resources available to support telecommunications networking, teacher attitudes about the utility of classroom and professional development applications of telecommunications, and background variables contributing to teacher attitudes. Teachers were familiar with various computer applications, particularly instructional applications and word processing. Although much less familiar with possible applications of telecommunications, teachers were generally receptive. Few had the hardware and software necessary to use telecommunications, however. While few teachers had actually used telecommunications services, nearly 70 percent wanted access so that students could get information for class projects, and 65 percent wanted access to full-text materials for themselves. Teacher attitudes were influenced by instructional level and teaching experience, while level of technological skills was related to gender and access to technology. Despite high teacher interest, future usage patterns of rural teachers are more likely to be influenced by state concerns for control, uniformity, and "efficiency," and by the extent to which private enterprise takes over the information superhighway for profit and limits access for rural areas. (SV) ED374958

Howley, A. A., & Pendarvis, E. D. (1994). West Virginia Teachers' Telecommunications Needs and Preferences: Initial Results of a Survey. 38p. A mail survey of a random sample of 253 West Virginia teachers elicited information related to subjects' backgrounds, telecommunications skills, access to computer resources, preferences among common telecommunications applications, and preferences among options for learning about telecommunications. Four scales measured computer literacy, telecommunications literacy, interest in telecommunications for instruction, and interest in telecommunications for professional development. The mean age of respondents was 42.7, with an average of 17.6 years teaching experience. Teachers exhibited a higher level of computer literacy than telecommunications literacy, with 62% reporting themselves proficient with word processing software. More than half the respondents had computers at home and 68% reported access in the classroom. Few had access to a modem, and only about 15% had phone jacks in their classrooms. Respondents were more interested in instructional applications than in professional development applications of telecommunications. The preferred means of learning about telecommunications was assistance from colleagues, with workshops and conferences ranked next. Data is presented in eleven tables and an appendix contains the survey. Contains two references. (SLD) ED378944

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Johnson, J. S. (1996). Adaptation and Implementation of Curriculum for a High School Special Education Computer Science Class. 91pp. Masters Practicum, Nova Southeastern University. A curriculum was developed to address the needs of a high school special education computer science class. Class members included both resource-room learning disabled and the more severely learning disabled, and the project aimed to help them fulfill the school district requirement of the completion of a one- semester computer class prior to graduation. The project objectives were to develop a curriculum for the course which received 90% acceptance by a committee of administrators and teachers, and to improve both student computer literacy skills and computer application skills by 50%. The curriculum was developed based on research of existing curriculums and available materials at the site, such as text, computers, and software. It included keyboarding, word processing, database, and spreadsheet skills. The curriculum was implemented using auditory and visual modes with paper/pencil and hands-on activities, with review and reinforcement activities. All objectives were met for the target group. Appendices include a needs assessment survey, an interview and rating scale form for the staff, computer literacy and applications pretests and posttests, a sample study guide and outline, and the developed curriculum. (Contains 17 references.) (Author/SWC) ED398905

Johnson, R., McKnight, T., & Tackett, B. (1997). Introduction to Computer Applications. 61pp. For related curriculum guides, see CE 074 825-833. This document is designed for high school teachers to use in teaching a course that introduces students to computing through hands-on experience with databases, spreadsheets, desktop publishing, and word processing. The document begins with a rationale, brief course description, list of course objectives, and list of 10 innovative teaching strategies. The remainder of the guide consists of units devoted to the following topics: word processing (improve keyboarding and language skills and use word processing software to create and format formal and simplified memorandums, reports, and business letters); desktop publishing (create documents with borders, original drawings, color; clip art, and original art; use draw and paint tools; and apply effective design principles); spreadsheets (become familiar with spreadsheet components, navigate in a spreadsheet, change cells' sizes, enter data and simple formulas, use simple formatting features, and save and print a spreadsheet); and databases (plan, create, and modify a database; enter records; format fields; show records; sort a database; execute queries to find specific information in a database; and create, format, and print database reports). The units include exercises, sample documents, and self-assessments. Contains 11 references. (MN) ED412345

Jones, B., Comp. (1996). Promising Practices in Florida: Integrating Academic and Vocational Education. 102p. This document is a compilation of 90 successful interdisciplinary projects and activities and integrated academic and vocational curriculum ideas implemented in Florida during the past 3 years. The activities and projects have been submitted by teachers and have not been officially evaluated or reviewed. Each description provides this information: school/district; contact person with address and telephone number; subject/program area(s); grade(s); description; instructional activities; materials and resources; and comments. Broad topic areas include the following: agriculture; algebra; U.S. government; U.S. history; art; automotive; biology; building construction; business education; accounting; computer applications; keyboarding; office technology; word processing; business law; business mathematics; carpentry; chemistry; child care; child development; computer literacy; construction trades; criminal justice; diversified cooperative training; drafting; drama; drivers education; dropout prevention; economics; electronics; English; applied communication; language arts; family and consumer sciences; foreign language; graphic arts; health occupations; history; home economics; journalism; marketing; masonry; mathematics; applied mathematics; music; personal fitness; physical education; physical science; physics; principles of technology; science; small engines; social studies; Spanish; technology; technology education; and television production. An index is provided. (YLB) ED391099

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Kajs, L. T., Sanders, R., L., Willman, E., Alaniz, R., Brott, P. E., & Gomez, D. M. (March 1999). Technology Education That School Principals Want. In: SITE 99: Society for Information Technology & Teacher Education International Conference (10th, San Antonio, TX, February 28-March 4, 1999); see IR 019 584. School principals are called to be lifelong learners. The advancements of technology require school leaders to participate in ongoing education to remain skilled in and informed about technology usage. This article first provides a literature review, discussing the need for continuing education in technology for school administrators as lifelong learners. Secondly, it discusses the types of technology education principals want, based on data generated from 100 elementary, middle, and secondary school principals from 23 school districts in Texas. Thirdly, it describes the types of software (i.e., word processing, presentation, spreadsheet, database, Internet, and e-mail) available to meet technology needs of school leaders. Lastly, the article discusses the implications of this study in establishing professional development programs in technology education for school leaders. (Contains 21 references.) (Author/AEF) ED432245

Kanehl, B. (1994). New Suncook News. 7pp. A product of Project SEED. The newspaper program at the New Suncook School, Lovell, Maine, is a multi-level, language arts based unit designed to develop in students strong writing and interpersonal relationship skills, and to bring relevance to writing. The monthly newspaper features interviews, surveys, news, and some fiction stories written by students. The newspaper is delivered to all classrooms in the school. The prime advantage to this program is that it allows the students to generate stories for a known audience. Students, working in groups of three, write at least one story for each month's newspaper. Students write, revise, and proofread copy. Fifth graders are involved in producing the newspaper currently, but the program is easily modified for any grade level. The writing and fact-gathering time can be made part of the teacher's regular schedule. Materials needed include a computer and word processing software, a copy machine, and newspapers to serve as models. This program increases students' abilities to communicate orally and through writing. It also promotes research skills, interpersonal relationship skills, and self-esteem. (RS) ED378594

Keetley, E. D. (1995). Comparison of First Grade Computer Assisted and Handwritten Process Story Writing. 94pp. M.Ed. Thesis, Johnson and Wales University. A study determined the effectiveness of using a computer word processor as compared to the traditional paper-and-pencil method for process story writing. Students in a first-grade classroom in the Mark Gardiner Hoyle Elementary School located in Swansea, Massachusetts, were randomly divided into a control group of 12 students and an experimental group of 11 students. All students completed a pretest story using paper and pencil. Students then wrote eight stories (correlated with curriculum and/or thematic units) using word processing software or paper and pencil. All stories were evaluated by the classroom teacher and the school principal (a former classroom teacher). Results indicated that: (1) the experimental group scored significantly higher on the pretest story than the control group; (2) all students showed growth in their story writing abilities as the school year progressed; (3) the experimental group scored significantly higher than the control group on five of the eight stories as well as the posttest story; but (4) the pretest scores accounted for most of the variance in scores. Findings suggest that students who used the computer and word processing software for story writing scored higher and wrote longer stories with more detail than the students who used paper and pencil. (Contains 53 references, 11 tables, and 1 figure of data. Appendixes present the parent permission letter, the story evaluation sheet, story topics, and a list of retrospective pretest questions asked of students.) (RS) ED384882

Kieffer, L. M. (1995). Establishing a Computer Literacy Requirement for All Students. 6pp. In: "Emerging Technologies, Lifelong Learning, NECC '95"; see IR 017 705. Several factors have indicated the necessity of formally requiring computer literacy at the university level. This paper discusses the reasoning for, the development of, and content of two computer literacy courses required of all freshmen. The first course contains computer awareness and knowledge that students should have upon entering the university; the content includes practical knowledge and use of computer components, operating systems, word processing, and computer graphics. The course credit does not count towards graduation. The second course includes practical knowledge and use of spreadsheet, database, library database searching, telecommunications, and the Internet; this course counts for university credit. Three parts make up the exam for the first literacy course: (1) a self-grading HyperCard stack that asks questions covering the course content; (2) a document on the Macintosh and a list of operations to perform on that document; and (3) a document on the DOS machine and a similar list of operations to perform. The second course exam is also composed of three parts: (1) a spreadsheet with a list of operations to define and enter; (2) a database with a list of queries to perform; and (3) a list of six questions from which the student must choose four to answer using the word processor. The courses consist of six 1-hour lectures and nine 1-hour lab classes. To assess the courses, a perception survey is given to students in the first and last lab classes. An appendix lists the concepts for both computer literacy courses. (AEF) ED392436

Kirby, E., & Schick, J.-A. (1998). Developing Instructional Technology Curricula for Pre-Service Teachers: A Longitudinal Assessment of Entry Skills. 21pp. Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). This study examined recent (1995-1998) education students' exposure to a variety of instructional technologies prior to taking a required instructional technology course. The purpose was to identify how frequently students had used various technologies before entering the required course and to identify longitudinal changes and/or trends in experience levels. Participants were preservice and inservice teachers attending a mid-sized, public, southern state university. Between 1995-1998, during the first class meeting, 606 undergraduate and graduate students enrolled in different sections of required introductory instructional technology courses completed surveys indicating how frequently they had utilized various instructional technologies prior to beginning the course. Data analysis indicated that students had more experience with word processing than any other technology upon entry, and they seldom or never used spreadsheets and databases. Experience with information tools (e.g., e- mail, CD-ROM, and the Internet) ranged from seldom to often. By 1998, students reported having more prior experience with e-mail, CD-ROM, and the Internet than they did in 1995. Degree of prior experience varied significantly between groups over time and did not always move in a positive direction. (Contains 17 references.) (SM) ED420641

Kitao, K. (1995). Effects of English CBI at Doshisha University. 20p. A teacher of English-as-a-Second-Language (ESL) reading courses at Doshisha University (Japan) describes classroom techniques and activities involving use of the computer and assesses the benefits, difficulties, and instructional results. Data are drawn from two ESL classes using computer-based instruction (CBI) offered in 1 year. The primary course objective was that students be able to read English passages without translating them into Japanese. The report describes the course's organization for each of two semesters and the adjustments made by the teacher as the result of attending a summer course on computer-assisted instruction between the semesters. Descriptions of course activities include the orientation provided to students and the class activities, exercises, and assignments. Typing skills were taught in the first semester so students could use computers comfortably for exercises and assignments. Overall results of the first semester are also discussed, including attendance, student work rate, test scores, performance patterns on class exercises, and problem areas in student comprehension and performance. A brief bibliography is included. (MSE) ED381011

Kopec, D., & Wood, C. (1994). Introduction to SmartBooks. Report 23-93. 25p. Humankind has become accustomed to reading and learning from printed books. The computer offers us the possibility to exploit another medium whose key advantage is flexibility through extensive memory, computational speed, and versatile representational means. Specifically, we have the hypercard application, an integrated piece of software, with features of databases, word processors, graphical programs, and programming languages, employed as a vehicle for implementation of the educational paradigm known as "concept mapping." This report describes what the authors have developed and defined as standard SmartBook features utilizing hypercard to promote learning though concept mapping. SmartBooks is illustrated through the directions and text of the "AIDS Smartbook," prepared to present information on AIDS (Acquired Immune Deficiency Syndrome) in the most useful form possible. (Contains 26 references.) (Author/SLD) ED369402

Kopka, T. L. C., & Peng, S. S. (1994). Adult Education: Employment-Related Training. National Household Education Survey. Statistical Analysis Report. 56p. Data from the 1991 National Household Education Survey, which was a random telephone survey of the noninstitutionalized civilian population of the 50 states and District of Columbia, were analyzed to identify patterns of adult enrollment in employment-related training. The analysis established that one of every three employed individuals aged 17 years or older was enrolled in at least one job- related training course during the 12 months prior to spring 1991. The most frequently attended types of training courses were as follows: professional development (25%), technical or skilled job training (20%), executive or management development (13%), supervisory skills (12%), job health and safety (12%), word processing/computer software and quality or statistical process control (10%), sales and marketing (8%), and new employee (7%). Managers and professionals accounted for 56% of adults enrolled in job-related training programs. Holders of a baccalaureate or higher degree constituted 53% of those undertaking work-related training. Men and women were equally likely to enroll in some type of work-related training and were most likely to do so between the ages of 35 and 44 years. White enrollment in professional development courses tended to be higher than Hispanic enrollment. (Contains 12 tables/figures.) (MN) ED371205

Kovalchick, A., Milman, N. B., & Elizabeth, M. (1998). Instructional Strategies for Integrating Technology: Electronic Journals and Technology Portfolios as Facilitators for Self-Efficacy and Reflection in Preservice Teachers. 7pp. In: "SITE 98: Society for Information Technology & Teacher Education International Conference (9th, Washington, DC, March 10-14, 1998). Proceedings"; see IR 018 794. This paper describes the use of electronic journals (e-journals) and technology portfolios as an instructional strategy in preservice teacher education technology courses. Introduction to Media and Computers in Teaching is an introductory level, two-credit, preservice teacher education course offered at the University of Virginia. In this course, the instructors use e-journals as a way to examine the students' learning throughout the semester and to model a strategy they can later utilize in their own classrooms. After each class, students create an entry in their e- journals using a word processing program. Whereas e-journals demonstrate learning in its developmental phases, portfolios represent the culmination of a student's work over a period of time; in this course, students collect examples of their work over the course of the semester for inclusion in their technology portfolios. The use of technology portfolios and e- journals places an explicit focus on the relationship between technology applications and instructional methods. This reflexive approach to training encourages students to consider technology as both a user/learner and a user/teacher. (AEF) ED421115

Kraynak, J. (1998). The complete idiot's guide to Microsoft Office 97 ( Small business ed.). Indianapolis, IN: Que. 005.369 Kraynak

Kraynak, J. (1999). Complete idiot's guide to Microsoft Office 2000. Indianapolis, Ind.: Que. 005.369 Kraynak

Kumpulainen, K., & Wray, D. (1999). Analysing Interactions during Collaborative Writing with the Computer: An Innovative Methodology. The commonest context for the use of word processors with primary school children is collaborative small group work. The two major reasons for this organizational decision are resource-based (i.e. due to the scarcity of computers in the classroom) and educational, stemming from an increased use of cooperative learning methods. In order to improve the quality of children's collaborative work at the word processor, it is important that some attention is paid to the nature of their interactions during the writing process. Such interactions can reveal important information about writing and learning processes and about the impact of the computer. In this paper we shall present and illustrate a newly developed analytic method, based on functional analysis, which can be used to investigate the nature of children's verbal interactions during the collaborative writing process at the computer. The theoretical framework of the method will be briefly described and located in socio-culturally based ideas of learning. Possible applications of the analysis method will then be discussed and a possible agenda for research outlined. Contains 42 references. (Author/RS) ED432779

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Lambert, R., Flowers, C., Sipe, T., & Idleman, L. (1997). Integrating Software for Sample Size Calculations, Data Entry, and Tabulation: Software Demonstration of a System for Survey Research. 10pp. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 24-28, 1997). This paper discusses three software packages that offer unique features and options that greatly simplify the research package for conducting surveys. The first package, EPSILON, from Resource Group, Ltd. of Dallas (Texas) is designed to perform a variety of sample size calculations covering most of the commonly encountered survey research situations. The second package, Epi Info, is a word- processing database and statistics program created by the Centers for Disease Control and Prevention (CDC). This program is shareware and is available from the CDC homepage. The third package, the Statistical Package for the Social Sciences (SPSS), is an integrated system for managing, analyzing, and displaying data. This paper describes how to import Epi Info generated files into major spreadsheet packages and statistical packages, including some specific pointers on how to modify Epi Into generated SPSS programming code for optimal use in SPSS for Windows. Also discussed is using EPSILON software for sampling related calculations. A sample case is presented for a survey of a professional organization with 7,500 members. The steps for entering the data into Epi Info and then retrieving the Epi Info information into SPSS are outlined. (Contains two tables.) (SLD) ED411264

Land, M. J. (August 1999). Evidence of Gender Disparity in Children's Computer Use and Activities. Paper presented at the Annual Meeting of the Association for Education in Journalism and Mass Communication (82nd, New Orleans, LA, August 4-7, 1999). This multi-method study examines the differences in male and female computer use in the home of children ages 9-14. Long interviews, observations, and surveys with children show males spend more time on the computer, but not on-line, than females. Males and females engage in different computer activities. They play computer games about the same amount of time, but females spend more time on the computer to do word processing and desk-top publishing activities. Males play more games on- line, while females spend more time on-line to communicate. Contains 13 references and 12 tables of data. (Author/RS) ED432795

Larson, J., & Smith, M. A. (1994). An Assessment of the Computer Literacy and Computer Attitudes of Incoming First- Year Students at the University of Wisconsin-Eau Claire. 10pp. In: Proceedings of Selected Research and Development Presentations at the 1994 National Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division (16th, Nashville, TN, February 16-20, 1994); see IR 016 784. To learn more about students' computer-literacy levels and attitudes about computer use, a pilot study was performed in the summer of 1993 to evaluate the computer literacy of first-year students entering the University of Wisconsin-Eau Claire. A survey was completed by 444 incoming students during their orientation programs. The majority had some degree of computer experience when they entered the university; most cited word processing as their chief experience. Roughly 66% had no desktop-publishing experience; spreadsheet program experience was also limited. Nearly all students listed high school as the source of their experience. Overall, greater computer literacy did not positively improve students' attitudes toward using computers. Nearly 61% of high-experience users reported strongly avoiding computers. Women were more likely to avoid using computers, but gender appears to play less of a role in determining students' enjoyment of using computers than does choice of major. Implications for instruction are discussed. (Contains 23 references.) (SLD) ED373728

Law, D., & Morgan, M. (1997). Computer Applications Course Goals, Outlines, and Objectives. 20pp. For related curriculum guides, see CE 074 825-833. This document contains a curriculum model that is designed to provide high school computer teachers with practical ideas for a 1-year computer applications course combining 3 quarters of instruction in keyboarding and 1 quarter of basic instruction in databases and spreadsheets. The document begins with a rationale and a 10-item list of recommended teaching strategies, teaching methods, and assessment tools. Presented next are a list of 14 goals for a computer applications course and a course outline that calls for structuring the 4-quarter course as follows: first quarteroperating a computer in a Windows environment, understanding copyright laws, and learning keyboarding and language skills; second quarterformatting various documents; third quarterformatting simple tables, using graphics tools, producing office employment documents, and processing special documents; and fourth quarterusing databases and spreadsheets. The following items are included in the more than 75% of the document that is devoted to the course's databases and spreadsheets components: exercises and handouts, final exams, final exam rubrics, test keys, information about the cost and requirements of database and spreadsheet software packages currently being used in the course; and description of a cooperative learning project. The bibliography contains 20 references. (MN) ED412344

Leh, A. S. C. (1998). A Computer Literacy Course at Colleges of Education: What and How. 10pp. Modified version of a paper presented at the International Conference for the Society for Information Technology & Teaching EducationSITE98 (Washington, DC, March 10-14, 1998) and is published in the conference proceedings. A report recently released by the National Council for Accreditation of Teacher Education (NCATE) promotes the use of technology in colleges of education. To respond to the professional call, several teacher education programs have been offering computer courses to help the future teachers. This research examined one of the computer courses, an introductory computer literacy course commonly offered at colleges of education. The research focused on four universities which offer a similar course: Arizona State University (ASU), Indiana University (IU), Pennsylvania State University (PSU), and University of Virginia (UV). Two structures were found to be employed for the course. At ASU, the course content contains lecture and lab; concepts instruction is conducted in a big hall with about 100 students and lab is conducted in small groups in a computer lab. Instructors use identical syllabi so that students are guaranteed to be taught the same information. At IU, there is no separation into lecture and lab sections; the course is conducted in a computer lab where instructors teach both concepts and skills using similar syllabi to about 500 students. The course content contains concepts and skills that include knowledge of computer technology and design, such as basics of hardware and presentation design and skills such as word processing, spreadsheet, database, e-mail, and webpage development. Students at IU, PSU, and UV learn multimedia and presentation applications as well; students at ASU learn fewer applications but spend more time on each. There are advantages and disadvantages to both structures. An institute should choose a structure which fits the institute and keeps the course consistent. (AEF) ED416856

Leh, A. S. C. (1998). Design of a Computer Literacy Course in Teacher Education. 5pp. In: "SITE 98: Society for Information Technology & Teacher Education International Conference (9th, Washington, DC, March 10-14, 1998). Proceedings"; see IR 018 794. This study investigated the structure and content of the introductory computer literacy courses at four universities: Arizona State University, Indiana University, Pennsylvania State University, and the University of Virginia. The four courses are similar to each other, however the structure and content vary. The course content at the four universities examined provides education students with the computer concepts and skills which they are expected to know for their future teaching: word processing, spreadsheets, database, multimedia, presentation, e-mail, Netsearch, and integrating technology into instruction. A table depicts the concepts and skills involved in the course for each university. (AEF) ED421111

Leh, A. S. C. (February 1999). Research on Technology Courses at Colleges of Education. In: Proceedings of Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology {AECT} (21st, Houston, TX, February 10-14, 1999); see IR 019 753. This study investigated the structure and content of technology courses at 25 colleges of education. Data were collected through interviews at two professional conventions, followed up by e-mail communication. Course syllabi were collected via e-mail and downloaded from the Internet. Two main types of teaching structures were found at the universities. The similarity of the two structures was that both consisted of lecture and lab; in the lecture, students learned computer concepts, and they conducted hand-on activities in the lab. The difference was in where the lectures was conducted, e.g., in a large lecture hall or in a computer lab where the instructors taught both concepts and skills. At all universities, the course content contained concepts and skills. Primary components included word processing, spreadsheet, database, multimedia, presentation, telecommunications, and World Wide Web page development. Web sites containing syllabi for several of the universities are listed. (MES) ED436167

Leh, A. S. C. (March 1999). Research on the Characteristics of "The Technology Course." In: SITE 99: Society for Information Technology & Teacher Education International Conference (10th, San Antonio, TX, February 28-March 4, 1999); see IR 019 584. A report recently released by the National Council for Accreditation of Teacher Education promotes the use of technology in colleges of education. In order to provide the best instruction on technology use, it is important to explore technology courses at colleges of education. The purpose of this study is to investigate the one course that is often called "The Technology Course." Structures and contents of the course at 25 colleges of education are examined. Two main types of teaching structures were found. In the first structure, the concepts were taught in a big lecture hall, and the lab was conducted in a small group with a different instructor. In the second structure, the course was conducted in a computer lab where the instructor taught both computer concepts and skill. At all universities, the course content contained concepts and skills. The primary components included word processing, spreadsheet, database, multimedia, presentation, telecommunications (e-mail and Netsearch), World Wide Web page development, and integrating technology into instruction. (Author/AEF) ED432241

Lehr, F. (1995). Revision in the Writing Process. ERIC Digest. ED379664

Leite, P. T. (1994). A Longitudinal Study of Microcomputer Usage at the Community College Level in Kansas, Spring/94. 11pp. Paper presented at the Annual Kansas Association of Community Colleges' Professional Conference (24th, Wichita, KS, October 27-28, 1994); for the initial spring 1992 study, see ED 355 977. As part of a longitudinal project to inventory computer equipment and identify current instructional use of microcomputers in Kansas community colleges, surveys were sent to the 19 community colleges in Kansas in spring 1994. The surveys solicited data on student enrollment, which subject areas utilized microcomputers, types of hardware available, operating systems used, microcomputer networking, and software sources. Questionnaires were received from 84% (n=16) of the colleges and findings were compared to an initial inventory conducted in spring 1992. Study results included the following: (1) 5 of the colleges had an overall enrollment of over 4,000 students, while 4 had an enrollment of 2,001 to 2,500; (2) all 16 respondents indicated that microcomputers were being used in computer literacy, word processing, spreadsheet, and database instruction, while accounting, computer science, and drafting were cited by 14 colleges; (3) from spring 1992 to spring 1994, the availability of microcomputers increased from 165 to 204 machines per college; (4) the use of powerful computers, such as the 486-based PC, also increased from 141 machines reported by 6 colleges in 1992 to 988 machines reported by 11 colleges in 1994; (5) while only one college reported the use of multimedia systems in 1992, 81% of the 1994 colleges did so; and (6) 10 of the 1994 colleges reported the use of commercial multimedia presentation packages, while 8 reported the use of multimedia presentations developed in-house by faculty and/or staff. (KP) ED387175

Lewis, M. B. (1997). A Study of 21st Century Classroom Teachers' Perceptions Regarding the Training and Use of Technology in K-12 Public Schools in Tennessee. 32p. In October 1990, the Tennessee State Department of Education began a project to establish a plan for educational technology which will move the state into the 21st Century; from that plan a vision for the 21st Century Classroom and an implementation plan for the Tennessee Education Network have been developed. The purpose of this study was to examine the effectiveness of the 21st Century Classroom teacher training program in K-12 public schools. Perceptions and activities of 298 elementary and secondary teachers who received and utilized the 21st Century technology and participated in state-mandated training were investigated. A four-part instrument was used to gather data on: (1) demographics; (2) whether technology was used for specific tasks (lesson planning, record keeping, communication, and instructional presentation); (3) teachers' perceptions about the use of technology as measured by several constructs - voluntariness, relative advantage, compatibility, image, complexity, demonstrability, visibility, and trial ability; and (4) usefulness of the training topics of basic concepts, word processing, data base, spreadsheet, instructional software, optical technology, and telecommunications. Results indicate that technology training for teachers is required to implement technology in the classroom. (Contains 20 references.) (AEF) ED415831

Lewis, R. B. (March 1998). Enhancing the Writing Skills of Students with Learning Disabilities through Technology: An Investigation of the Effects of Text Entry Tools, Editing Tools, and Speech Synthesis. Final Report. This final report discusses the outcomes of a 3-year project that studied the effectiveness of word processing tools in improving the literacy skills of students with learning disabilities in grades 4-12. In Year 1 (1994-95), four text entry strategies were compared in 132 students with learning disabilities: keyboarding instruction, alternative keyboards, word prediction, and word prediction with speech synthesizers. The Year 2 study (1995-96), investigated the effects of two types of text editing tools, such as spelling and grammar aids with and without speech synthesis, in 106 students with learning disabilities. The Year 3 study (1996-97), investigated speech synthesis under three conditions in 103 students with learning disabilities: when available at all times versus when available only during the text entry or the editing/revising stages of writing. Results of the studies found: (1) that word processing had the most impact upon the accuracy of students' writing; (2) word prediction was the most promising strategy for improving the text entry speed; (3) spell checks were effective editing tools, although grammar checkers were not, and spell checks had a more positive effect on students' writing quality and accuracy than synthesized speech. (Contains 35 references.) (CR) ED432117

Lichtenstein, N. (1996). The Effect of Word Processing on Writing Achievement. 36pp. M.A. Project, Kean College of New Jersey. A study investigated the effect of word processing on the quality of children's writing. Subjects were 32 fifth-graders in a public school in the suburban town of Livingston, New Jersey. One sample had access to computers in their classroom everyday for writing. The other sample group used computers once a week in the lab; their daily writing instruments were a piece of paper and a pencil. Writing samples were taken as a pretest and posttest and scored holistically. Findings supported the hypothesis that there would be no significant difference in the achievement between the samples of students' writing. It should be noted, however, that the difference in the mean scores approached significance. The implication be that if this study had been conducted over a longer period of time, the experimental sample that used computers have shown more significant gains over the control group. This study, along with others previously conducted on this subject, does not provide statistical evidence for the advantage of writing on a computer over traditional methods. Nonetheless, as technology becomes an integral part of their personal, educational and business lives, students must be prepared for computer literacy. (Contains 2 tables of data, 25 references, and related research.) (TB) ED394146

Lifelong Learning. IDRA Focus.(1995). 21pp. Photographs will not reproduce adequately. This theme issue focuses on the need for adult literacy programs, as well as recent innovations in literacy education. "Adult Literacy and Leadership: Current Innovations" (Aurelio M. Montemayor) describes an adult literacy outreach program in Texas, and discusses the importance of family literacy for parents' involvement in their children's education and for advocacy efforts. "Literacy Is Vital to Democracy" (Mikki Symonds) argues that a functional democracy depends upon the participation of all citizens, which in turn requires education that fosters critical literacy, as well as bilingual education for language-minority students. "Exploring New Directions in Adult Literacy Assessment" (Pam McCollum) recommends a reconceptualization of adult literacy assessment to make it more responsive to student needs and goals. "Implementing Family Literacy" (Ninta Adame-Reyna) describes four types of family literacy programs and offers suggestions for program design and implementation. "Project SALNET: Helping Adult Learners and Their Instructors into the Twenty-first Century" (Laura Chris Green) describes the San Antonio Adult Literacy Network, which incorporates a local electronic bulletin board system into a three-phase program focusing on the writing process, word processing, and reaching an audience through telecommunications. "What IDRA's Project SALNET Has Meant for Our Students" features comments from project instructors. This issue also contains a statement of immigrant students' rights to attend public schools and a list of additional readings on lifelong learning. (SV) ED389496

Lindsell-Roberts, S. (1983). Word processing mastery for everyone. New York: Arco. 651.8 l751

Lippert, S. K., & Granger, M. J. (December 1998). Tired of Teaching Software Applications? In: Proceedings of the International Academy for Information Management (IAIM) Annual Conference (13th, Helsinki, Finland, December 11-13, 1998); see IR 057 374. Many university business schools have an instructor-led course introducing computer software application packages. This course is often required for all undergraduates and is a prerequisite to other courses, such as accounting, finance, marketing, and operations management. Knowledge and skills gained in this course should enable students not only to understand "the mechanics" but also to apply learned skills to more complex problems during their business careers. Many entry-level positions, regardless of the discipline or industry, require some knowledge and understanding of several software application packages. Therefore, students in this first information systems course usually learn World Wide Web searching techniques using a browser, an operating system, a word-processing package, a spreadsheet package, and some presentation graphics. This paper summarizes problems with the formal instructor-led computer lab and provides some additional rationale for selecting self-paced software over traditional classroom instruction. The outcomes of 24 students using self- paced multimedia instruction to learn Windows 95, Netscape, Microsoft Word, Excel, and PowerPoint are reported. Students completed an initial questionnaire and were pre-tested on Excel. At the end of six weeks, students completed an exit survey and were pretested on all applications. It was concluded that the self-paced software offered additional benefits to the lecture-based presentation. (Author/MES) ED431415

Lucas, J. A., & Zilkowski, R. R. (1994). Study of Former Students of the Word Processing Program. Volume XXIII, No. 5. 65p. As part of the program evaluation and review process at William Rainey Harper College (WRHC) in Illinois, a follow-up study was conducted of students who had enrolled in the college's Word Processing Program between summer 1989 and spring 1994. A survey was mailed to 500 former students, receiving a response rate of 37.6%. Study findings included the following: (1) 95% of Word Processing students were female; (2) their average age was 31.3, and 70% were over 21; (3) 38% were attempting to secure a new job, while 19% were improving their current job skills; (4) students' grade point average at WRHC was 2.99, and they had earned an average of 23 credit hours; (5) 78% had been enrolled for 2 or more years, and 42% had been enrolled at least 5 years; (6) 73% had taken advanced WordPerfect 5.1 and 51% had already taken DeskTop Publishing with WordPerfect 5.1; (7) students showed interest in future courses including Advanced WordPerfect 6.0 for Windows, Advanced WordPerfect 6.0 DOS, DeskTop Publishing with WordPerfect 6.0, and Advanced Microsoft Word for Windows; (8) two-thirds of the former students were employed full time, 19% were employed part time, and 4% were unemployed; (9) students' first full-time jobs paid an average of about $21,000 per year and first part-time jobs paid an average of $8.90 per hour; (10) mean salaries of current full-time jobs was $27,700, while the mean wage rate for current part- time jobs was $9.38 per hour; and (11) students rated the word processing courses as of high value and felt well prepared for their jobs. The survey instrument is included. (KP) ED382289

Lund, D. M., & Hildreth, D. (1997). Integrating the Computer into Language Arts in a Fifth Grade Classroom: A Developing Instructional Model. 18pp. Paper presented at the Annual Meeting of the National Reading Conference (47th, Scottsdale, AZ, December 3-6, 1997). A case study investigated an instructional model that incorporated the personal computer and Hyperstudio (tm) software into an assignment to write and illustrate an interactive, multimedia story. Subjects were 21 students in a fifth-grade homeroom in a public school (with a state-mandated minimum 45% ratio of minority students achieved by busing in students from surrounding areas) in an affluent area in the southeastern United States. Students were instructed in the writing of interactive stories using the process approach to writing and the software. Results indicated that: (1) students' writing improved in quantity and quality; (2) students were more motivated to complete the assignment; (3) the computer allowed for greater flexibility in writing due to its nature as a word processing tool; (4) even a single computer can be effectively used in conjunction with the language arts curriculum in the classroom; and (5) there were inherent difficulties associated with integrating computer technologies into classrooms many students did not have experience with computers, even those who do have experience lack keyboarding skills, and finding time to accomplish such a project requires outside help. Findings suggest that computers can be integrated into classrooms, and that computers can be used to enhance writing instruction and improve the quality of written work. (Contains 11 references and a table of data.) (RS) ED417381

Lundgren, C. A., & Others, A. (1995). Teaching Computer Applications. 72p. This document, which is designed to provide classroom teachers at all levels with practical ideas for a computer applications course, examines curricular considerations, teaching strategies, delivery techniques, and assessment methods applicable to a course focusing on applications of computers in business. The guide is divided into three sections. Section 1 presents an overview of teaching computer applications. Discussed in section 2 are the following topics related to teaching spreadsheet and database software applications: curriculum considerations; evolution of spreadsheet software, evolution of database software; teaching materials and software; technology for teaching; teaching environments, strategies, and evaluation; and evaluation of performance. Section 3 covers the following topics within the context of teaching word processing and desktop publishing: technological influences and the curriculum; teaching strategies and delivery; delivery techniques; and testing and evaluation. Contains 24 figures and 19 references. (MN) ED401399

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Language Acquisition and Development. IDRA Focus.(1995). 21pp. Photographs will not reproduce adequately. This theme issue focuses on strategies to enhance learning of English as a second language and on the importance of bilingual education. In "Bilingual Education Makes the Difference in Learning," Roberto Feliz, who was born in the Dominican Republic and is now a doctor, describes how bilingual education saved him from academic failure and enabled him to become an honors student. "Conversational Insights: On Combining Literature, the Arts, and Technology for Language and Literacy Development" (Juanita Garcia, Laura Chris Green) discusses strategies for using children's literature, dramatics, art activities, word processing, and CD-ROM programs to promote second language development, bilingualism, and biliteracy. "Valued Tutors Write" (Aurelio M. Montemayor) describes the many writing activities of student tutors in a nationally recognized cross-age tutoring program, as well as the specific literacy skills developed by those activities. "Blessed with Bilingual Brains: Is It a Fact or a False Belief?" (Frank Gonzalez) discusses language acquisition by children in bilingual environments, implications for bilingual education, and the advantages of bilingualism. "Commentary: The State of Bilingual Education and the Need To Speak Out" (Maria "Cuca" Robledo Montecel) calls for bilingual teachers to be advocates of bilingual education and the rights of children to excellent education. "Why Bilingual Education Is Important to Me" features three essays by bilingual elementary school children. "The Parent Connection in Language Acquisition" (Ninta Adame-Reyna) explains how parent involvement in native-language literacy development at home can help students develop second-language (English) literacy in school, and provides tips to enhance such parental involvement. This issue also contains a book review by Pam McCollum of "Instructional Assessment: An Integrative Approach to Evaluating Student Performance" (Sandra H. Fradd, Patria L. McGee, Diane K. Wilen) and a list of additional readings on language acquisition and development. (SV) ED389495

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Mansfield, R. (1995). Mastering Word 6 for Windows ( Special , 2nd ed.). San Francisco: Sybex. 005.369 Word 1995

Maran, R., Whitehead, P., & MaranGraphics Development Group. (1999). Master Microsoft Office 2000 visually. Foster City, CA: IDG Books Worldwide. 005.369 Maran

Marcus, M. (1994). A Classroom-Based Approach to Improving Revision Skills in Secondary School Students. 51pp. Ed.D. Practicum, Nova Southeastern University. A practicum was designed to improve the internal and external editing skills of high school students so that their papers would reflect thought and care. The target population was 67 regular level tenth grade English students in a predominantly middle class high school in southeastern Florida. A combination of strategies were used to improve writing and revision, such as: (1) meaningful assignments in lieu of artificial expository formats; (2) process journals; (3) trained peer response/editing groups; (4) open-ended responses; and (5) word processing for editing. Data analysis revealed the students' improved attitudes towards both writing and revision, as well as improved grades on writing assignments. (Contains 31 references; appendixes are a questionnaire concerning the student's pre-writing process and a questionnaire on sentence stems.) (NKA) ED376495

Margerum-Leys, J., Kupperman, J., & Boyle-Heimann, K. (1999 Length: 37 Page(s); 1 Microfiche). Analytical and Methodological Issues in the Use of Qualitative Data Analysis Software: A Description of Three Studies. Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, Canada, April 19-23, 1999). This paper presents perspectives on the use of data analysis software in the process of qualitative research. These perspectives were gained in the conduct of three qualitative research studies that differed in theoretical frames, areas of interests, and scope. Their common use of a particular data analysis software package allows the exploration of issues related to use of the software, QSR NUDIST (NUDIST). NUDIST combines the accessibility to text of a word processing program with the data handling capacity of a database program, and some reporting features of a spreadsheet. The first study examined the beliefs of nine teacher education students. The second study examined the effects on middle school students (n=14) of Internet use when the technology was provided in the home. The third study explored how 16 first-year undergraduates describe and think about their multiple social identities. The software influenced both the methodologies and analysis schemes used by the researchers. In these studies, the ability to give a concrete structure to large data sets, code at multiple levels, and pursue iterative analysis methods had many repercussions for the research effort. Appendixes contain the coding structure for two of the studies. (Contains 1 table, 14 figures, and 16 references.) (SLD) ED431015

Marshall-Bradley, T., & Bradley, G. C. (1998). Starting from Ground Zero: Integrating Technology in Education Programs. 6pp. In: "SITE 98: Society for Information Technology & Teacher Education International Conference (9th, Washington, DC, March 10-14, 1998). Proceedings"; see IR 018 794. Several courses taught in the School of Education at South Carolina State University utilize a variety of technologies in conjunction with cooperative learning and collaborative problem-solving to deliver content, while modeling effective strategies for using technology. Faculty and students work together to determine a methodology that is effective. As technology should be integrated as a natural part of the education process, it was felt that all educators should be aware of the functionality of technology through an integrative approach. The use of technology in graduate and undergraduate programs is focused primarily on word processing, databases, statistical packages and spreadsheets, the Internet as a research tool, e-mail as a tool for communicating, and presentation software as a part of classroom instruction and class projects. In addition to student-to-professor interaction, students are encouraged to use e-mail for student-to-student interaction. Many assignments given via e-mail ask students to evaluate the utility of identified World Wide Web sites in assisting them in understanding and developing concepts and projects. CD- ROM sources and advanced research services are available in the libraries. It is the belief of a core group of faculty that technology will allow the school to improve existing instruction, maximize use of current resources, and target new student markets. (AEF) ED421082

Mason, J. (1996). Determining the Scope of Online Delivery at a Traditional Research-based University. 6pp. In: Learning Technologies: Prospects and Pathways. Selected papers from EdTech '96 Biennial Conference of the Australian Society for Educational Technology (Melbourne, Australia, July 7-10, 1996); see IR 017 931. In determining the scope of online delivery of programs currently being developed within the Faculty of Education at the University of Melbourne (Australia), a number of factors have been involved. Until recently, the traditional research focus at the University of Melbourne translated into little or scattered interest in developing programs for delivery by distance mode. In 1995, a professional development program for teachers designed to provide participants with an overview of current and emerging computer technologies was developed and was geared toward combating technophobia in teachers. It combined hands-on experience with assembling/disassembling hardware and a broad range of software applications from word processing to Web browsers. The University launched the Technology in Schools Program in 1996. It is partly concerned with providing the appropriate network support, provision of other information services, and access to University facilities. Some of the key factors which have facilitated the implementation of online delivery of teaching programs at the University are: the existence of a significant number of local enthusiasts; well-developed infrastructure; support from senior academics and policy makers; strategic planning; promotion of a "collegiate culture" by the new Vice Chancellor; and federal and state government initiatives. (AEF) ED396731

Matherly, D. M. (1999). Learn Word 97 ( 2nd : ed.). Indianapolis, IN: Que E&T. 652.55369 Matherly 1999

Mathews, J. G. (1998). Predicting Teacher Perceived Technology Use: Needs Assessment Model for Small Rural Schools. 43p. A study to determine the best predictors of teacher technology use in the classroom was conducted for small rural schools in southeastern Idaho. A 40- item survey was completed by 3,500 teachers in 55 school districts. Results indicated that one third to one half of the teachers never actually used technology for any instructional purpose. Over 70 percent of teachers never used the Internet in the classroom. More than one half of the teachers perceived themselves as novices in the use of technology in all items of the survey. Overall, teachers rated themselves as novices in computer literacy. The educational level of the teacher was the best predictor of the teachers' actual use of technology in preparation of instructional material, attendance reporting, and word processing. The number of computers in the classroom was the second best predictor of teachers' actual use of technology. Educational level was the best predictor of teachers' perceptions of their ability to use technology in preparation of instructional materials, drill and practice, word processing, and use of the Internet. The lower the educational level of the teacher, the higher the perceived ability of the teacher to use technology, indicating that veteran teachers need more staff development and training than newly hired teachers. The second best predictor of teachers' perception of their ability to use technology was gender. Males tended to perceive themselves as having higher ability in technology use compared to females. Appendices include the survey questionnaire and date tables. (TD) ED418828

Maushak, N., Wigans, L. M., & Bender, C. (February 1999). Technology, Teaching, and Learning in Iowa High Schools. In: Proceedings of Selected Research and Development Papers Presented at the National Convention of the Association for Educational Communications and Technology {AECT} (21st, Houston, TX, February 10-14, 1999); see IR 019 753. This project was part of the program evaluation of the Iowa Distance Education Alliance, a Star Schools Project funded by the U.S. Department of Education. Thirty Iowa high schools were selected to represent the state. Interviews were conducted with students, faculty, and administration at each of these schools; results were transcribed and analyzed. Individual case studies were written for each site, describing the setting, current level of technology and technology use, perceived impact of technology, and factors contributing to the current state of technology use at that site. Additional analysis was conducted to determine relationships among the variables, including district size, geographical location, reported level of technology use, actual technology use, perceived impact, and critical factors. The primary uses of technology were for word processing, Internet research, and vocational applications. The more technologically advanced schools are incorporating multimedia production into the curriculum as well. This integration of technology is occurring despite multiple barriers, the most significant of which are lack of vision, time, money, access, training, and technology support. The integration of technology in Iowa's classrooms has triggered some important changes. Teachers and students reported changes in teaching methods, increased student-directed learning, increased access to information, and more motivated learning for both students and teachers. (MES) ED436183

May, W. T. (1997). A Nine Week Middle School Keyboarding Course. 13pp. For related curriculum guides, see CE 074 825-833. This document is intended for middle school teachers delivering an introductory keyboarding course that is designed to enable students to type at a speed of 25- 30 words per minute at the end of the 9-week course. The document begins with a brief discussion of the need for keyboarding skills in view of the increasing importance of computers. Presented next are the 10 objectives of the course, which is designed to teach students to type accurately, compose portfolio pieces at the keyboard, and develop basic word processing skills and an ability to maneuver on the World Wide Web. Current research is cited in support of the course's underlying philosophy, which is based on the premises that document- processing skills should be an essential component of all keyboarding instruction and keyboarding is only one part of the office operation. A unit plan is provided that outlines the general objectives and activities of the course's three units: learn the basic keyboard, compose from the keyboard, and learn to use the Internet. Concluding the document are a 25-item objective test, and a keyboarding technique rubric for a 9-week course. Contains 11 references. (MN) ED412347

McClure, R., & Cherry, S. (1990). Fast access : desktop publishing with WordPerfect. New York: Brady : Distributed by Prentice Hall Trade. 070.502855369 m128

McCormack, V. (1995). Training Preservice Teachers in Applying Computer Technology to Lesson Planning as a Component of the Elementary School Methods Curriculum. 67pp. Ed.D. Practicum, Nova Southeastern University. This practicum was designed to expand the preservice teacher's ability to understand and demonstrate the use of computers and new technologies in elementary school lesson planning. Teachers were expected to focus on acquiring skills to operate a computer, computer applications, and other technological resources as tools for learning and instructional practice during a 12-week period. Pre- and post-implementation questionnaires were administered to test teacher attitudes on recognizing, valuing and believing in the advantages of technology in the elementary classroom, especially in future lesson planning. A checklist of word processing skills was used to measure actual achievement. Questionnaire results showed that all participating preservice teachers valued and recognized technology use. Outcomes also revealed that all teachers were able to demonstrate their abilities in word processing and multimedia design in lesson planning. An analysis of data from the practicum indicated that with basic word processing, multimedia skills, and a hands-on approach, technology can be integrated with lesson planning. Data is illustrated in four tables. Appendices include: teacher questionnaires, word processing skills and multimedia knowledge checklists, and lesson plan checklists. Contains 40 references. (MAS) ED382190

McFedries, P. (1994). The complete idiot's guide to WordPerfect for Windows ( 2nd ed.). Indianapolis, IN: Alpha Books. 005.369 Mcfedries 1994

McPherson, J. M. (1996). His Name was Lincoln: A Multimedia Biography. Multimedia. 176pp. CD-ROMs and software not available from EDRS. These printed materials (a user's guide, a 2-part topical guide on peace and war with suggestions for classroom activities, a teacher's guide for the "Magic Media Slate,") accompany a multimedia resource packet that includes 2 interactive CD- ROMs and "Magic Media Slate," a word processor program. The packet examines the life and times of Abraham Lincoln. The user's guide introduces the program, explains how to begin, and points to activities in the teacher's guide. The 11 chapter, 2-part topical guide, "Peace and War," presents activities for students to gain further understanding. Each chapter is divided into four standard sections: recording immediate impressions; listening and comprehending; student handouts; and extensions and expressions. The "Magic Media Slate" teacher's guide assists with installing the program on the computer, explains how to get started, offers instruction on using the word processor, and teaches how to work with multimedia in a word processing environment. The guide concludes with an index of special clip art for use with the program. (MM) ED409257

McWilliams, P. (1983). The word processing book : a short course in computer literacy ( 5th ed.). Los Angeles, Calif.

Miastkowski, S. (1984). Easy-to-understand guide to word processing. New York: Beekman House. 651.8 m618

Microsoft Corporation. (1991). Microsoft Word for Windows version 2 : step by step. Redmond, Wash.: Microsoft Press. 652.5536 Microsoft

Microsoft Word for the Macintosh step by step, versions 5.0 and 5.1 : the official Microsoft courseware (1992). Redmond, Wash.: Microsoft Press. 652.5536 Microsoft

Mincberg, M. (1989). WordPerfect made easy : series 5 edition. Berkeley, Calif., U.S.A.: Osborne McGraw-Hill. 652.5 Mincberg

Mingle, M. E. H. (1999). Strategies for the 21st Century: Integrating Technology into the ABLE Environment. Integrating technology into the Adult Basic Literacy Education (ABLE) classroom can be very helpful to students and teachers, but it requires a shift in the teacher's role. The idea of "delivering" instructionteacher- centered classes or tutor-directed lessonsshould be replaced with student- centered, self-paced learning. Although the first lessons need to be teacher centered as basic instruction is given, online tutorials can be used to help students acquire the basic skills needed to use technology. Following the acquisition of basic skills, teachers can construct activities and suggest learning games that reinforce classroom learning and aid in the acquisition of real-life skills with immediate rewards. Once students have mastered these skills, they start to acquire additional skills on their own through the Internet, focusing on the things they need to know. In addition, technology can be used in the instructional setting to develop critical thinking, problem-solving, communication, and collaboration skills. Ideas for using technology in the classroom include the following: asking students to create original sentences incorporating vocabulary words by using a word-processing program; using an encyclopedia on CD-ROM to learn more about a person featured in a story the students have read; arranging e-mail pen pal correspondence with an ABLE program in another area; having the class publish a program newsletter; using interactive Internet Web sites to help students analyze their diet; and asking students to use a word processing program to write journal entries. (The document contains 33 resources, including articles, online tutorials, games, virtual classrooms, free e-mail, and Web sites.) (KC) ED435823

Misanchuk, E. R., Morrison, D., & Peterson, M. E. (1997). A Beginner's Guide to Computer Conferencing. 19pp. Paper presented at the Annual Conference of the Association of Educational Communications and Technology (Albuquerque, NM, February 12-16, 1997). Available in electronic format at: http://www.extension.usask.ca/Papers/Misanchuk/AECT97/Beginn ersGuide.html. This paper explains the similarities and differences between electronic mail and computer conferencing, and identifies the features one should look for in a modern conferencing system. It also clarifies some related terminology. Advantages of computer conferencing are first outlined, including: time- and space- independence; text-based medium; permanent recording; document transfer; decreased turnaround time; access to online resources; an egalitarian context; improved access; overcoming social isolation and increasing emotional involvement; potential for improved participation; opportunity for increased interaction; enabling cooperative and collaborative group work; and enabling knowledge-building. Disadvantages of computer conferencing include the cost of technology; learning curve; technical difficulties; frustrations with group work; information overload; time spent online; and possible low levels of interaction. The following desirable features in computer conferencing software are then described: user-friendliness; cross-platform compatibility; basic word processing capabilities; client-server design; document transfer; conversation threading; ease of administration; digesting; affordability; high quality documentation; off- line work; multimedia capability; address book; batch processing; forms creation and integration; transparent integration with the Internet and World Wide Web; and chat. (Contains 14 references.) (AEF) ED411776

Miyao, M. (1996). On-Campus E-Mail for Communicative Writing. 18pp. Paper presented at the Annual Meeting of the Japan Association of Language Teachers (21st, Nagoya, Japan, November 1995). A project using on-campus electronic mail (e-mail) to teach communicative writing in English as a Second Language to Japanese junior college students is described. The project had three stages: (1) planning; (2) piloting with a small group of students; and (3) implementation in three large classes (n=55, 28, 36). The aim was to help students write more communicatively and with less anxiety. Planning involved gaining student access to the campus e-mail system, first on a small scale and later with access to more computer services. The pilot involved nine second-year students in a graduation project. Students needed to be familiarized with two-way message exchanges. However, after exchanges began, student-teacher interactions became more interesting. Learning word processing and spell-checking in English and document transfer were initially a challenge. Implementation with three larger classes, in which most students were familiar with e-mail, began with a paired self-introduction writing activity. Partners questioned each other, commented on introductions, and made grammatical corrections, helping each other refine the final product. Teacher feedback was provided weekly. It was found that the method facilitated timely and comfortable communication. The experiments provided insights into advantages, difficulties, and effective procedures for computer-based communication. (MSE) ED403745

Miyao, M. (March 01, 1999). Error Analysis To Understand Your Students Better. Paper presented at the Annual Meeting of the Japan Association of Language Teachers (23rd, Hamamatsu, Japan, October 9-12, 1997). "Published in the 1999 issue of the Bulletin of Tokyo Kasei Gakuin Tsukuba Women's University.". This paper describes one college-level English-as-a-Second-Language teacher's use of error analysis in an effort to understand students' problems with reading comprehension and writing. The research was undertaken in a Japanese junior college. Three studies are presented. In the first, 59 students in a general English course listed sentences they found difficult in a textbook, and why they were prevented from understanding them. In the second, 85 students in an English word processing course read authentic materials (e.g., newspapers, World Wide Web pages) and recorded, in a similar manner, the sentences they found difficult to understand. In the third study, electronic mail messages to the teacher from the same group of 85 students were analyzed for errors. Nine categories of error were identified: syntactic errors in constructions that are different in Japanese and English; syntactic errors in constructions due to failure in sentence processing; lexical errors occurring mostly with polysemy; lexical errors in interpreting word classes; lexical errors involving misinterpretation within a word class; lexical errors involving cultural misunderstanding; lexical errors caused by formal similarity of words; unknown common/colloquial expressions in English; and errors in the text. Comprehension and productive errors are compared. Contains 9 references. (MSE) ED431315

Monahan, B. D. (1994). The Internet in English Language Arts. 15pp. Paper presented at the Annual Meeting of the National Council of Teachers of English (84th, Orlando, FL, November 16-21, 1994). A recent article in the "Assemby for Computers in English (ACE) Newsletter" explains what most instructors of English already knowthat students in most writing classes produce papers for which the primary purpose is the teacher. As the Internet becomes more widely available, students will have more access to what Howard Rheingold calls the "living database." Michael Day suggests that students can monitor discussion groups and determine the purpose and audience for which the group exists and then post messages to these groups. This activity gives students the opportunity to write for real purposes and real audiences. One recent item found on the Empire Internet schoolhouse might be of special interest to teachers of writing. The exercise is called "The Doomed Train." Its purpose is to give students experience in writing persuasive papers. Students get this experience by writing a paper and then a rebuttal to a student on the Internet who has an opposite view. There are any number of other opportunities whereby teachers can use Internet or e-mail to enhance the writing experiences of their studentsword-processing is no longer the cutting edge in technology for the writing classroom. For instance, students can do research on the Internet. Also, creative writers can access CREWRT-L, a place where they can send their work to be critiqued. (Contains 12 references.) (TB) ED378577

Monk, D., & Others, A. (1996). Meeting the Needs of CALS Students for Computing Capabilities. Final Report of the Ad Hoc Committee on College of Agriculture and Life Sciences Student Computing Competencies. 47p. The Ad Hoc Committee on the Cornell University (New York) College of Agriculture and Life Sciences (CALS) Student Computing Competencies was appointed in the fall of 1995 to determine (1) what all CALS undergraduate students should know about computing and related technologies; (2) how the college can make it possible for students to develop these capabilities; and (3) the pros and cons associated with each of the identified options. The study also looked at the best means by which students can develop computing skills; the role formal assessment should play at the college level; and the implications for graduation requirements. The committee assessed the history and current state of computing within the CALS curriculum, and surveyed employers and faculty to find out the kinds of computing capabilities employers seek in graduates, and the opinions of "high-end" users of computing and related technologies on campus. Results of the assessment indicate that students should obtain a basic knowledge of major applications, particularly word processing and spreadsheet analysis, and have some experience with presentation software and database management software. Students also need to be able to demonstrate that they can effectively use the Internet by gathering and evaluating data from the Internet. In addition, all students should explore and utilize computing as it is used by professionals within their field of study, and upper level courses with significant computing content should be available in each major. Committee recommendations are discussed. Tables and figures show computer use data, attitudes about computers, computer use in courses offered, participation in non-credit workshops, a flow chart of introductory computer course relationships, and enrollment in CALS computer application courses. (Author/SWC) ED402901

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Mott, M. S., Sumrall, W. J., & Hodges, M. L. (1997). Process and Computer-Based Elementary Writing Curriculum: A Review of Methods and Assessments. 38pp. Paper presented at the Annual Meeting of the Mid-South Educational Research Association (26th, Memphis, TN, November 12-14, 1997). The purpose of this review of literature was to synthesize a wide range of both quantitative and qualitative studies of teacher implementation of computer- assisted writing curriculum methods. Studies on the effect of computer-assisted learning, the relationship of computers and children's writing, and assessment methods for traditional and electronic writing environments were reviewed. Computer platforms of word processing, interactive multimedia and hypermedia were juxtaposed with inherent problems of assessing these newly popular and proliferating writing curriculum environments. Potential obstacles, possible solutions, and new concerns for evaluating students' electronically published writings were addressed to illuminate available directions to the dilemma of teacher assessment of electronically created writings. (Contains 3 figures and 62 references.) (Author/SLD) ED415255

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McCullough, J., & Couch, R. A. (1995). Digital Chisel: A Visual Multimedia Authoring Tool. 6pp. In: Eyes on the Future: Converging Images, Ideas, and Instruction. Selected Readings from the Annual Conference of the International Visual Literacy Association (27th, Chicago, IL, October 18-22, 1995); see IR 017 629. Digital Chisel is a user-friendly multimedia authoring tool for helping students and teachers to tutor/teach the computer. It can be used as a visual presentation tool, as a tool to provide individualized instruction and as a tool to help students learn using a variety of visual and auditory modes. Interactive presentations can be designed without any knowledge of programming or scripting; the presentations, called projects, consist of a collection of screens, which contain a combination of text, graphics, sounds, animations, and movies. The projects are designed so that clicking on objects on the screen performs a variety of Digital Chisel events; every object in a project can perform 1 or as many as 24 separate actions. Text can be typed or text files can be imported from any word processing program. Graphics be imported or created using the drawing and painting tools. Sounds can be used from sound-clip files or recorded directly; movies can be imported from video-clip files. All these multimedia objects can be stored in a media file called a library. In addition to presentations, screens can be designed to be visual, interactive quizzes or test questions; the quiz screens have the ability to record users' responses into a database and to calculate the percentage of correct answers. Four figures illustrate the discussion. (AEF) ED391502

McDowell, E. E., & Schuelke, L. D. (1998). An Investigation of the Relationships among Technology Experiences, Communication Apprehension, Writing Apprehension and Computer Anxiety. 20pp. Paper presented at the Annual Meeting of the National Communication Association (84th, New York, NY, November 21-24, 1998). This study explored the relationships among communication technologies, communication apprehension, writing apprehension, and computer anxiety. Part icipants were 130 students from a variety of undergraduate oral communication classes in a large midwestern university who completed a modified form, 10 items, of McCroskey's Personal Report of Communication Apprehension (PRCA). Results indicate that significant relationships exist between computer anxiety and computer/word processing, between computer anxiety and computer electronic discussion group, between computer anxiety and online computer service, and between computer anxiety and CD-ROM, as well as other types of technology. Other results reveal that students are least experienced with programming computers, computerized electronic discussion group, computer conferencing and Integrated Service Digital Network (ISDA). Significant differences occurred between gender groups on cellular phone scores, writing stories/poetry scores, computerized electronic discussion group scores, satellite TV scores, electronic videogames scores, and computer/video conferencing scores, as well as communication apprehension scores, writing apprehension scores, and computer anxiety scores. (Contains 6 tables of data and 16 references.) (Author/NKA) ED425485 You be able to order this document from the EDRS.

McGregor, J. (1996). Student Research: Productive or Counterproductive? 9pp. Paper presented to the International Association of School Librarianship Conference (July-August, 1996). This paper describes two studies conducted with high school students doing library research and writing research papers, with the objective of examining the effectiveness of this type of assignment. The students were all in grade 11, the first group in Canada, the second in the United States. Students were observed in the classroom before they received their research paper assignments, in the library while searching for information, and while they wrote their papers. Formal and informal interviews were conducted, and their notes, rough and final drafts and original sources were examined. Both productive and counterproductive elements of the assignments were identified. The teacher's guidance throughout the process was appreciated by most students; students liked having the process broken down into manageable steps, which they found less intimidating than being given the whole task to do on their own. The teacher brought some of the needed reference books into the classroom and drew a map of the library to help students find materials. Examples provided in handouts made writing a thesis statement and an outline easy. Suggesting that students did not have to write their rough draft in order also seemed to help. The first study revealed a great deal of plagiarism. Students objected to: copying directly from sources onto note cards; rewriting of their thesis statements by the teacher, for those who were struggling; and the unavailability of computer lab time for word processing. Another counterproductive behavior come from an incomplete mental mode of the potential role of a school librarian. This study concludes that school librarians, in cooperation with teachers, must make every library research project meaningful to students. (AEF) ED414906

Mississippi Curriculum Framework for Business and Computer Technology (Program CIP: 52.0408Gen. Office/Clerical & Typing Service). Secondary Programs.(1995). 91pp. For related documents, see CE 072 162-231. This document, which reflects Mississippi's statutory requirement that instructional programs be based on core curricula and performance-based assessment, contains outlines of the instructional units required in local instructional management plans and daily lesson plans for secondary-level courses in business and computer technology I-II. Presented first are a program description and course outline. Section I contains curriculum frameworks for both courses, and section II contains outlines of the instructional units required in each course. The first course includes 13 units on the following topics: introduction, operating systems, keyboarding, word processing, communications, alphabetical filing systems, database management, financial applications, spreadsheet applications, telecommunications, desktop publishing, the job application process, and applied business and computer technology I. The second course contains 14 units: safety, disk management, keyboarding, advanced word processing, advanced communications, records management, advanced database management, advanced spreadsheet applications, advanced financial applications, automated accounting, advanced telecommunications, advanced desktop publishing, job application process, and applied business and computer technology II. Each unit includes suggested time on tasks, competencies and objectives, teaching strategies, assessment strategies, and resources. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles for both courses. (MN) ED397340

Mississippi Curriculum Framework for Business and Office and Related Technology Cluster. Office Systems Technology (CIP: 52.0401Administrative Assistant/Secretarial). Accounting Technology (CIP: 52.0302). Medical Office Technology (CIP: 52.0404Medical Admin. Asst./Secretarial). Microcomputer Technology (CIP: 52.0490). Court Reporting Technology (CIP: 52.0405). Paralegal Technology (CIP: Paralegal/Legal Assistant).(1995). 166pp. For related documents, see CE 072 162-231. This document, which is intended for use by community and junior colleges throughout Mississippi, contains curriculum frameworks for four programs in the postsecondary-level business and office cluster (office systems, accounting, medical office, and microcomputer technologies) and two programs in the legal cluster (court reporting and paralegal technology). Presented first are program descriptions and suggested course sequences for each program. Section I lists baseline competencies for each program. Section II consists of course outlines for the following: 29 business and office courses (keyboard speed building, document formatting/production, professional development, applied business math, mechanics of communication, microcomputer applications, electronic spreadsheet, records management, word processing applications, accounting, business communication, database management, operating systems, computerized accounting, machine transcription, advanced microcomputer applications, administrative office procedures, desktop publishing, advanced business accounting, income tax accounting, payroll accounting, supervised work experience, medical machine transcription I-II, medical office terminology I-II, medical office concepts, medical information management, and network management); 21 legal courses (stenograph machine shorthand I-II, speed building I-II, stenograph machine shorthand III, court reporting procedures, stenographic machine shorthand IV, court reporting technology court reporting internship, legal systems and terminology, family law, legal research, wills/estates, real property I-II, legal writing, administrative law/bankruptcy, paralegal skills/applications, civil litigation, torts, paralegal internship); related vocational-technical courses (computer operations, BASIC); and related academic courses (principles of accounting I-II, legal environment of business, principles of economics (macroeconomics). Each course outline contains some/all of the following: course name, abbreviation, classification, and description; prerequisites; and competencies/suggested objectives. Recommended tools and equipment are listed in section III. Appended are lists of related academic topics and workplace skills for the 21st century and student competency profiles. (MN) ED397341

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Naiman, A. (1983). Word processing buyer's guide. Peterborough, N.H.: Byte/McGraw-Hill. 001.64 n157

NCIP Profiles, 1-5, 1995.(1995). 22p. This set of information sheets is intended to improve practice in special education through technology, media, and materials. The first information profile introduces NCIP (the National Center to Improve Practice), gives an example of how one special education administrator uses NCIP resources, and offers suggestions for facilitating NCIP workshops. The second profile, on writing with word prediction software, addresses how word prediction helps students with motor impairments and learning disabilities, offers the stories of two students successfully using word prediction, identifies skills students need to use word prediction, and lists features of different word prediction software programs. The third profile, on using telecommunications networks, considers ways students with disabilities can benefit from these networks, describes successful use by one child, and offers an example of a special education class using electronic mail and examples of network postings on the DO-IT (Disabilities, Opportunities, Internetworking and Technology) network. The fourth profile, on organizing information with software tools, discusses "Inspiration" software to help students create concept maps and outlines, examples of students using Inspiration, information about an Oregon program helping students use computer- based study methods, and strategies for using Inspiration in the classroom. The fifth profile, on the use of videotapes to improve reading and writing skills, gives examples of the use of video and captioning to teach literacy skills, writing, and reading comprehension. (DB) ED390230

Neibauer, A. R. (1988). WordPerfect tips and tricks ( 3rd ed.). San Francisco: Sybex. 005.369 Nei

Nelson, C. J., & Others, A. (1997). Literacy Technology Project. 77p. This curriculum and set of support materials are intended to help special educators and others incorporate assistive writing technologies into the writing curriculum and teach the student with a disability how to use the technology. Materials are included to be placed at each computer, which cover the operating basics for both Macintosh and Windows 95 machines. These include instructions for turning on the computer, opening a program, saving your work, opening a saved file, quitting programs, and word processing basics. The next sheets cover word processing while using the Kurzweil VOICE Write: Outloud and Co: Writer software programs. Also included in the packet is a list of assistive technology programs with sources, prices, descriptions, and suggested applications. A teacher's guide on helping students use the computer in writing is modeled as a writing portfolio and follows the four steps of the writing process: (1) pre-writing, (2) writing and revising, (3) publishing, and (4) assessing. The guide includes sections for both teachers and students and provides student activities and examples of each stage of the writing process. (DB) ED408807

Nelson, E. (1997). WordPerfect 8 for busy people : the book to use when there's no time to lose! Berkeley, CA: Osborne/McGraw-Hill. 652.55369 Nelson

New York, N.Y.: Prelude Press ;

Noll, C. L., Ed., & Graves, P. R., Ed. (1996). The Business Education Index 1996. Index of Business Education Articles and Research Studies Compiled from a Selected List of Periodicals Published during the Year 1996. Volume 57. 233p. This index, which was compiled from a selected list of 45 periodicals published in 1996, lists more than 2,000 business education articles and research studies. Articles are listed under the following subject categories and subcategories: basic business (accounting, consumer awareness, economics, entrepreneurship/small business, finance investments, international business, management, marketing); communications (business English, collaboration, court reporting, electronic, multicultural, presentations, speaking, writing); curriculum (colleges and universities, elementary, graduate, junior high/middle school, postsecondary/community college, secondary/high school); document design and production (graphics, keyboarding, page design, reprographics, typography, word processing); general educational issues (administration, counseling, international education, standards); information systems (data security, database management, decision support systems, electronic imaging, end-user computing, expert systems, hardware, networks, optical disk, records management, software, systems analysis); office management (equipment and supplies, ergonomics and facility management, mail management, support staff); personnel issues (diversity, ethics and law, occupational information, performance evaluation, professional development, temporary staffing, work behavior); research methodology/issues; teaching issues (classroom management, diverse populations, instructional technology, student organizations, student recruitment, teacher preparation, teacher performance, testing and evaluation); teaching strategies (adult learners, business education, cooperative education, global/cultural awareness, technology education, vocational education); and training and development (instructional design, performance improvement, program evaluation, workplace impact). An author index is also included. (MN) ED411420

Noll, C. L., Ed., & Graves, P. R., Ed. (1997). Business Education Index 1997. Index of Business Education Articles and Research Studies Compiled from a Selected List of Periodicals Published during the Year 1997. Volume 58. 224p. This publication indexes 41 specific business education publications and those related to business education, especially journals that are essential to research and teaching in the broad business education spectrum. The index contains 1,935 citations. All entries have the title, author(s), publication, volume and number, inclusive pages, and date. Articles are arranged in alphabetical order by major subject category and then by subcategories. Major subject categories include the following: basic business, communications, curriculum, document design and production, general educational issues, information systems, office management, personnel issues, research and methodology issues, teaching strategies, and training and development. (KC) ED419980 Available from: Delta Pi Epsilon, P.O. Box 4340, Little Rock, AR 72214 ($25; four or more, 20% discount).

Noll, C. L., Ed., & Graves, P. R., Ed. (1998). Business Education Index, 1998. Index of Business Education Articles and Research Studies Compiled from a Selected List of Periodicals Published during the Year 1998. Business Education Index, 59. This book contains approximately 1,200 entries indexed from 1998 business education and related publications that are a minimum of 10 pages in length, contain at least 3 substantive articles (preferably research based), and are readily available in business education libraries. All entries consist of these parts: title, author(s), publication, volume and number, inclusive pages, and date. Articles are arranged in alphabetical order by 12 major subject categories and then by subcategories. Each article is indexed under at least one and no more than four subjects. Subject categories include the following: basic business, communications, curriculum, document design and production, general educational issues, information systems, office management, personnel issues, research methodology issues, teaching issues, teaching strategies, and training and development. Entries are also indexed by author. (KC) ED431882

Noll, C. L., Ed., & Others, A. (1995). Business Education Index 1995. Index of Business Education Articles and Research Studies Compiled from a Selected List of Periodicals Published during the Year 1995. 145p. This index lists more than 2,000 business education articles and research studies that were published during 1995 in a selected list of periodicals that have been deemed essential to research and teaching in the broad business education spectrum. Among the subject categories under which articles are indexed are the following: administration and supervision; basic business (accounting, economics, entrepreneurship/small business, finance/investments, marketing); business education (tech prep and adult, career, consumer, cooperative, international technology, and vocational education); communications (business English, computer- based communications, court reporting, multicultural communication); curriculum (colleges/universities, graduate schools, middle schools, community colleges, high schools); document design and processing (desktop publishing, graphics, word processing applications); educational institutions; employment (job satisfaction, performance evaluation); general education; guidance and counseling; human relations (ethics/law, work behavior); information management/processing (data processing, data security, networks, records management); international business; keyboarding/typewriting; legislative issues; microcomputers; minority groups; office management; professional development; research methodology/issues; special needs; standards; teaching (classroom management, instructional strategies, media, student recruitment, teacher education, teacher performance); testing and evaluation; and training and development (instructional design, performance improvement, program evaluation, workplace impact). Articles are also listed by author. (MN) ED397257

North Carolina Computer Skills Curriculum Lesson Plans, 2-8: Word Processing.(1995). 56p. This computer skills curriculum guide contains activities for the public schools of North Carolina; these lesson plans are designed specifically for grades 2-8 and focus on word processing. Lesson plans for each grade include a list of materials needed, lesson time, teacher preparation activities, outline of activities, including follow-up and extension activities, and instructional measure. For each lesson, communication, computer and information skills objectives addressed are outlined as well as science, social studies or mathematics skills. Worksheets are also included with the lesson plans. (AEF) ED405804

Nossiter, J. C. (1995). Using WordPerfect 6.1 for Windows. Indianapolis, IN: Que Corp. 652.55369 Nossiter

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1994 Outstanding Practices. Effective Strategies from "High Schools That Work" Sites and States in Raising the Achievement of Career-Bound High School Students.(1994). 37p. This publication contains descriptions of 35 outstanding practices from schools and states in the High Schools That Work (HSTW) Program. Each description is accompanied by one or more numerals corresponding to the 10 HSTW key practices listed in this booklet. The publication presents the outstanding practices gleaned from presentations at the annual HSTW staff development conference, technical assistance to HSTW sites, and recommendations from HSTW teachers, counselors, and administrators. Some of the practices described in the publication include the following: principals playing a vital role in promoting schoolwide change; English teachers holding career-bound students to high standards; developing a writing skills program that helps students succeed; holding business education students to high standards in preparation for employment; integrating physics and vocational studies; using reading strategies to improve academic achievement in a principles of technology course; benchmarking mathematics and science curricula to world standards; science and vocational teachers developing a challenging physical science curriculum; applied communication course giving life to British literature; integration projects increasing students' learning and participation; integrating word processing and a foreign language; team-building strategies for integrating the curriculum; and comprehensive guidance program improving communication with students and parents. (KC) ED382814

O'Donnell, J. J. (1997). Cost and Value in Electronic Publishing. 11pp. Paper presented at the Conference on Scholarly Communication and Technology (Atlanta, GA, April 24-25, 1997), see IR 056 774. A founding co-editor of Bryn Mawr Classical Review (BMCR) examines the costs and benefits of networked electronic communication for scholars. Some of the tools that have the potential to change the way scholars work include: online reference; online productivity information; e-mail as a productivity tool; and formal online publishing endeavors. A large part of the working practice at BMCR has been facilitated by the Internet; the operations of BMCR would not be possible without the productivity-enhancement of e-mail and word processing. In July 1993, BMCR began to publish a listing of "books received." The experience with Bryn Mawr Medieval Review (BMMR) has been instructively different. When the Medieval Institute of Western Michigan University "gave the journal a home" and some institutional support, the productivity increased significantly. Both BMCR and BMMR stand to gain from the Mellon Grant, which has provided for new information technology. What they still lack is any kind of economic model for the most effective use of information technology in education and scholarship. (AEF) ED414941

Office Systems 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 070 904. This document outlines the curriculum of Louisiana's office systems technology associate degree program, which is a 6-term (75-credit hour) competency-based program designed to prepare students for employment as special assistants for business executives and top management. 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 office systems technology program. Next, the course numbers/titles and credit hours of the program's 24 required and 18 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, 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) ED391971

Olech, C. A. (1999 Length: 26 Page(s); 1 Microfiche). The Relationship between Teachers' Pedagogical Beliefs and the Level of Instructional Computer Use. Paper presented at the Annual Meeting of the American Educational Research Association (Montreal, Quebec, April 19-23, 1999). This study examined the relationship between elementary teachers' pedagogical beliefs and the level of their instructional computer use. Participating teachers had 2 years of experience using a computer network that provided students with an integrated learning system, several word processing packages, desktop publishing, a multimedia encyclopedia, and a presentation program. Teachers completed a 57-item questionnaire that assessed the criterion variable, level of computer use, and several independent variables (pedagogical orientation, innovativeness, computer relevance, computer self-competence, and subjective norms). One of the scales assessed pedagogical orientation and categorized teachers as having behaviorist, information-processing, or constructivist beliefs. Findings indicated that teachers were eclectic in their pedagogical orientation. There was a negative correlation between behaviorist beliefs and level of computer use. Teachers who embraced an information-processing pedagogy had a significantly higher level of computer use than did their behaviorist counterparts. Constructivist teachers' level of computer use was slightly less than that of the information-processing teachers, but was not significantly different from either the behaviorist or information-processing group. Once the personal variables of the teacher were used to predict level of computer use, the pedagogical orientation did not significantly contribute to the prediction of the model. Recommendations were made for the refinement of the questionnaire and for continued research in the relationship between teachers' pedagogical beliefs and instructional computer use. (Contains 20 references.) (Author/SM) ED430962

Organization. (1997). Workplace Training Project at Lane Community College. Guide for Instructors and Staff. 30pp. For related documents, see CE 077 437-439. This guide was developed for workplace instructors involved in the Workplace Training Project. The Workplace Training Project was conducted by Lane Community College in Eugene, Oregon, in partnership with four area businesses to develop learner-centered competency-based workplace curricula covering the following topics: basic math, fractions and measurement in the workplace, survival math for work and home, interpersonal skills, business writing, problem solving in the workplace, and English as a second language. The following items are discussed in the guide's five sections: purpose of the guide (consistent approach to training and disseminating information, individualized learning plans, learning styles); background of the Workplace Training Project grant (project goals and objectives, summary of the project proposal); development of a customized curriculum (differences between workplace instruction and other classroom teaching, resource information available for instructors, methodology for developing a customized curriculum, assessment, uses for a customized curriculum developed for the project); procedures for writing a customized curriculum (word processing template for developing curricula, role of the curriculum specialist, template simplifying instructors' development tasks); and staff development opportunities (teleconferences, videotapes, training). Appended are the following: needs assessment summaries, five sample forms and evaluation tools, and a sample release of information form. (MN) ED424444 You be able to order this document from the EDRS.

Organization. (1999 Length: 27 Page(s); 1 Microfiche). Technology and the ESL Classroom: Equipping Students To Function in the Modern World. The guide discusses the role of computers in the English-as-a-Second-Language (ESL) classroom, drawing heavily on the experiences of the Arlington (Virginia) Education and Employment Program (REEP). After an introductory section, chapters address these topics in brief articles written by practitioners: initial considerations in program design (the benefits and challenges of technology, learner attitudes about computer use); computers and language learning (what computers offer immigrants and refugees, adults and computer literacy, types of software, organizing and using software, technology as a writing tool, integrating technology into curriculum and practice); student orientation to computers (beginning level students, computer literacy instruction, World Wide Web site orientation); the Internet and its use (integration into adult ESL learning, useful Web sites for this population, Web sites on welfare reform and services); and sources of further information. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED427561

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Padgett, A. L. (2000). Journal Writing in the Elementary School: Word Processor vs. Paper and Pencil. Master of Arts Research Paper, Johnson Bible College. Page Length: 32. The purpose of this study was to examine the quantity of words written by an intermediate elementary student when paper and pencil are used and compare it with the quantity of words written with a computer. One fifth-grade magnet homeroom consisting of 16 students was involved in this study. The participants were randomly placed into two groups. Before the experimental period began, the students were exposed to a keyboarding program called Mavis Beacon. The treatment group used eMates, while the control group used paper and pencil. During the daily journal writing time, which lasted 10 minutes for 20 days, one group wrote their journal with paper and pencil and the other group used their eMates. After five days of journal writing the groups switched. Both groups finished the study with 10 days of using their eMate and 10 days of using paper and pencil. Each day of the experiment, the journals were collected and word totals were counted. At the end of 20 days of journal writing the number of words written by each student was added. Each student had two totals, one word total for treatment and one word total for control. The student totals were averaged to arrive at the mean score for treatment and control. The control and treatment groups were compared using a t-test. The test revealed that there was not a significant difference. The researcher recommends that computers be made available to students that are involved in a writing activity. Using a word processor greatly increases interest in the activity. Due to the increase in interest, a student with a written expression deficit would benefit from this opportunity. Appendixes contain a list of journal topics and permission letters. Contains 18 references. (RS) ED441255

Parker, D. R. (1996). Emerging Uses of Computer Technology in Qualitative Research. 10pp. Paper presented at the Annual Conference of the Association of Louisiana Evaluators (7th, New Orleans, LA, September 26-27, 1996). The application of computer technology in qualitative research and evaluation ranges from simple word processing to doing sophisticated data sorting and retrieval. How computer software can be used for qualitative research is discussed. Researchers should consider the use of computers in data analysis in light of their own familiarity and comfort with the technology, the types of data to be collected, and the planned analysis. The general types of programs used by qualitative researchers include word processors, word retrievers, text base managers, code-and-retrieve programs, theory builders, and conceptual network builders. In addition to the main functions that specific programs can carry out, the researcher should consider other criteria in evaluating software. The first criterion is the flexibility of the program, and a second, and fundamental criterion, is the degree to which the program is user friendly. Also to be considered is the match with available hardware. In using computers in data analysis, it is necessary to remember that the technology is the servant and not the expert. Technology use is no substitute for researcher competence or clear thinking. The speed and convenience of the technology lead the researcher to perform inappropriate tasks, or they cause the researcher to become fixed on a particular approach to the exclusion of approaches that would be beneficial in the analysis. A list of 18 selected data analysis programs and their distributors is included. (Contains seven references.) (SLD) ED405349

Parker, R. C. (1996). Microsoft Office for Windows 95 for dummies. Foster City, CA: IDG Books Worldwide. 005.369 Parker

Parks, C. (1994). Closed Captioned TV: A Resource for ESL Literacy Education. ERIC Digest. ED372662

Patrick, D. (1992). Word for Windows 2 super book. Carmel, Ind.: SAMS Pub. 652.5536 Word

Patrick, S. K., & Others, A. (1996). Meaning and Media: Understanding the Relationship. 17pp. Paper presented at the Conference on Qualitative Research in Education (1996). Through a series of focus group interviews, 63 students at George Mason University (Virginia) related their academic and student life experiences. The goal of the researchers was to find a means of reporting the findings in a way that retained the integrity of the contextual data (student voices) and maximized audience impact. Three ways of reporting the findings were explored: written report; slide show with or without video inserts; and video. The two basic advantages to reporting via written text were that it maximized the use of the transcribed data and increased the usefulness of the data since there were no technical constraints except degrees of word processing proficiency. The main disadvantage was the written report's minimal degree of impact. Reporting research findings using a slide show presentation had three main advantages: (1) information can be organized and disseminated quickly through a bullet format; (2) major points can be highlighted easily and quickly; and (3) video clips can be incorporated with contextual data. The disadvantages are that bullets alone lose the richness of the written text and the contextual data, and that video clips need large amounts of computer memory. One of the major advantages of the video format is that a researcher can maximize the impact of findings by reaching a larger audience more quickly; in addition, text can be connected to a speaker. However, video reporting is very time consuming; the most salient disadvantage is that technology often increases the potential for altering the message. (AEF) ED404989

Patton, J. (1994). Learning Style Activities for Computer Applications. Field Review. 319p. This document contains a composite of learning activities for use in a secondary- level course in business computer applications. The collection is unique in that the individual learning activities constituting it have each been tailored to one or more of the diverse learning styles possessed by individual students. The activities are grouped into the following categories: computer related, word processing, spreadsheet, database, desktop publishing, graphics, telecommunications, and social implications. Each learning activity is presented on a learning style activity form containing some or all of the following: competency addressed; activity name; learning style strategy used; perceptual strength(s) targeted; desired student outcome; summary of the activity; suggested modifications; teacher preparation required; suggested means of assessment/evaluation; feasibility of saving all or part of the activity for inclusion in a portfolio; suggested time frame; and nationally/state-identified competencies addressed. Appended are the following: information about the 17 learning styles to which the various activities have been tailored; additional information about typical right and left brain behaviors and characteristics of analytical and global students; and lists of the business computer applications essential elements and competencies addressed by the individual activities. Also included are the forms developed for field review of the activities. (MN) ED376290

Payne, M. D., & Sachs, R. (1994). Educational Software and Adaptive Technology for Students with Learning Disabilities. Technological solutions have enabled postsecondary students with learning disabilities to compete equally with nondisabled peers in the educational environment. Such solutions have included a variety of educational software, word processing applications, and adaptive technology. Educational software has many benefits over more traditional skill-building methods as it provides needed repetition in a nonjudgmental forum, immediate feedback, and multisensory learning. Word processing software reduces difficulties of writing by hand and can help in the revision process. Adaptive technology involves alterations to make technology possible or easier for individuals not previously afforded access. Selected examples of how campuses are providing computer access, which is mandated by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act of 1973, are described. These campuses include University of Nebraska-Lincoln, California State University-Northridge, Nassau Community College (New York), and Montgomery Community College (Maryland). A list of 14 organizational resources is presented. (JDD) ED381920

Penrod, S., & Gilgen, R. (1995). WordPerfect 6.1 for Windows SmartStart. Indianapolis, IN: Que College. 652.5536 Penrod

Perry, G. M. (1997). Teach yourself Microsoft Office 97 in 24 hours ( 1st ed.). Indianapolis, Ind.: Sams Pub. 005.369 Perry

Perry, G. M. (1998). Sams' teach yourself Microsoft Office 97 in 24 hours ( 2nd ed.). Indianapolis, Ind.: Sams Pub. 005.369 Perry 1998

Perry, P., & Ford, C. (1994). Our First Year of "Guides." 14pp. Paper presented at the Annual Conference on Information Technology of the League for Innovation in the Community College (10th, Houston, TX, November 13- 16, 1994). "Guides," the College Board's software for developmental students, was leased by Western Oklahoma State College (WOSC) in spring 1993 in the hopes that it would enable the college to implement a remedial program independent of the classroom. Because of funding considerations, the Learning Resources Center (LRC) and the Communications Division had originally agreed to share the responsibility and funding for the computer-assisted remedial English courses. Subsequently, however, the State Regents agreed to assess an additional $13 per hour fee for junior college developmental courses, and the $2,000 lease amount for "Guides" was paid from this Developmental Studies fund. Though the assumption was that "Guides" could be used on a stand-alone basis, its first use was as a supplemental part of a regular classroom course. Based on experience with the use of the software, student end-of-term comments, and visits to college learning centers in Oklahoma and Texas, it became clear that "Guides" would not work very well except in a directed environment. Students indicated that "Guides" was helpful, but that they needed the textbook, chapter quizzes, paragraph writing assignments, along with "Guides." The use of "Guides" also required the instructor to act as the management system for guides to keep records of student participation and performance. The same approach is being used with the College Reading course. In both contexts, computer-assisted instruction provides supplemental exercises including drill and practice that cannot be provided in class and affords students the opportunity to experience computers in a user- friendly environment before entering college courses requiring computer and data processing expertise. (KP) ED376885

Person, R., & Rose, K. (1997). Using Microsoft Word 97 ( Special ed.). Indianapolis, Ind.: Que Corp. 005.369 Person 1997

Philips, D. (1995). Study 6: Using the Word Processor To Develop Skills of Written Expression. Final Report. Evaluation of Exploratory Studies in Educational Computing. Study 6. 63p. An 18-month study examined the impact of word processors on the teaching and learning of writing in an area school on the South Island of New Zealand, with a special focus upon the writing development of 9 primary school children ranging in age from 8 years 11 months to 11 years 8 months. A wide range of data was collected on each pupil, including test scores, responses to questionnaires on writing and the use of the word processor, diary comments, and notes from formal observations. The teachers also maintained diaries, and regular meetings each term were held by the researchers and teachers to discuss progress with the study. Pupils' writing samples, both handwritten and word processed, in draft and in final form, were gathered regularly and analyzed by experienced classroom teachers. Results indicated that most of the case study pupils improved their writing, but the pattern of development varied from pupil to pupil and was inconsistent even for the same pupil. Results also indicated no noticeable improvement in students' spelling because of the availability of the spell checker. Findings suggest that it is unlikely that improvements in pupils' writing could be attributed to use of the word processor. However, word processors have provided a positive boost for some pupils, and were generally considered in a favorable light by teachers. (Contains 28 references and 2 tables of data. Appendixes contain three questionnaires, instructions to pupils about keeping a diary, and an observation guide for the case study pupils.) (Author/RS) ED387820

Pinga, E., & Della Costa, D. (1997). Reading, Writing, and Computering. 59pp. Some pages printed on colored paper. The process of expanding the general and vocational English- as-a-Second- Language (ESL) curriculum for employees of a hotel is described, and related materials are presented. Emphasis was on improvement of instruction for groups with varied levels of English proficiency. Instructional program development included creation of a computer lab and classes in computer use, both general (keyboarding, computer literacy) and for specific purposes (word processing, literacy education, ESL instruction). Techniques used in creating a supportive lab environment and in teaching in these areas are outlined. The program has been found successful and highly attractive to employees. A packet of reproducible masters for instructional handouts and a copy of the personal computer manual are included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED419430

Pisapia, J. (1994). Teaching with Technology: Productivity Tools. Research Brief #7. Productivity tools allow students to do something that was not possible without technology and then to share their results with others. In contrast to traditional software that encourages linear procedural processes, tool software is open-ended. Productivity tools include word processing, spread sheets, graphics, and telecommunications software. When designing cooperative computer- based strategies, teachers must deal with issues such as the size of the group, equity of access to the computer, time pressures, and software that is designed for individual use. There is a definite "best practice" approach to using technology in a problem-solving application. The most successful teachers draw their students into the problem area without undue emphasis on computer aspects of the units. Best practice in these situations includes: (1) introductions to computers; (2) modeling of problem-solving steps and practices; (3) discussion; (4) written products; and (5) public sharing of results at the end of each unit. Some of the most valuable learning occurs when students and teachers manage computer projects together. (SLD) ED411361

Poissant, H. (1994). Assessing and Understanding the Cognitive and Metacognitive Perspectives of Adults Who Are Poor Readers. Technical Report No. 594. 21p. A study examined adult low-literate readers' knowledge of their cognitive skills. By better knowing this clientele from both the cognitive and metacognitive angles, several objectives could be met, including remedying a lack of knowledge in their assessment, and building a valid curriculum content closer to their needs. Many studies suggest that a metacognitive approach can give better results than an approach based solely on the mastery of cognitive competencies. The five female and four male low-literate readers studied (in Quebec) obtained scores below the norm on the digit span memory test, confirming some psycholinguistic hypotheses. Short-term memory has a limited retention capacity and processes information mainly in a phonological way. The fact that good readers generally decode well helps short-term information processing. Faster word processing avoids an overload in short-term memory. Conversely, the beginning reader who decodes with difficulties rapidly clutters his or her short-term memory, which impairs comprehension. Data on metacognitive comprehension shows that few low- literate readers are aware of the relation between reading comprehension and decoding skills. Literate persons (such as the seven men and four women in a control group) establish this link more easily. In spite of these cognitive limitations, low-literate and literate readers do share some metacognitive knowledge. Two tables and a list of tasks and cognitive skills are included. (Contains 38 references.) (Author/RS) ED367958

Polis, A. R. (1994). Electronic Help for the Harried Team Chair. This paper describes one accreditation team leader's experience with coordinating the entire team accreditation review process on personal computer and offers 14 suggestions for future implementation. The leaders of the accreditation team describes pre-accreditation visit arrangements to facilitate the use of computers. He polled team members on their use of personal computers (PCs), whether they were International Business Machine (IBM) compatible or Macintosh compatible machines. They were also polled on their use of word processing software. Appropriate disks were then sent to each containing the pertinent accreditation standards and other information. Some problems with disk and program compatibility arose as team members each had unique combinations of hardware and different version of software. Before the campus visit, the leader met with the university's computer expert to review the machines that would be available. After some initial concerns, all members conducted their two days of interviews and research and recorded their evaluations with the help of their computers. At the visit's end, each participant turned in a written report on disk which later was merged, edited and mailed to the state Department of Education in both hard copy and disk form. (JB)

Poynter, D. (1982). Word processors and information processing : a basic manual on what they are and how to buy. Santa Barbara, CA: Para Pub. 651.8 p892

Preston, C. (1995). 21st Century A to Z Literacy Handbook. Linking Literacy with Software: A Handbook for Education and Training. 169p. This book, which is designed for nonspecialist literacy teachers and lecturers, provides an overview of the role of computers in literacy, language, and communication. The preface includes selected views regarding the relationship between literacy, culture, and change and the essay "Domains of Literacy" by Gunther Kress. Discussed next are the role of telematics in literacy, software/hardware for inservice education, and online professional development and recreational activities for teachers. The following topics are examined in a section titled "A to Z of literacy": academic writing, adventures and fiction, authors and new literacies, books, choosing literacy software, collaborative writing, copyright and censorship, differentiation, drama, editing, electronic communication, electronic publishing, equal opportunities, English for speakers of other languages and English as a foreign language, illustration and graphics, knowledge about language, monitoring and assessment, multimedia, presentation and typing, progression, publishing the news, reading, research, special educational needs, spelling, storytelling, writers' tutorials, and writing. An evaluation checklist, alphabetical directory of 126 literacy software products, and description of selected word processing tools are also included. Concluding the book are lists of the following: 4 online services, 68 publications and 26 British organizations concerned with literacy and/or educational technology, and 38 British educational software suppliers. (MN) ED395142

Price, J., & Urban, L. P. (1984). The definitive word-processing book. New York: Penguin Books. 651.8 p945

Priest, N. B. (1995). Developing Writing Skills of Fourth Grade Students Using a Variety of Intervention Strategies. 88pp. M.S. Practicum, Nova University. Color illustrations not copy well. A program was developed and implemented to improve fourth graders' writing skills in conjunction with the State Writing Assessment Test. The objectives for the program were for 80% of the students to improve their writing scores by a minimum of 0.5 point using the State Writing rubric as the guideline; to increase students' understanding of the Narrative and Expository forms of writing by 80%; and to increase the typing and keyboarding ability of the students by 20%. The target group of 25 students in a mid-sized elementary school in a large, culturally diverse metropolitan area was immersed in a Writer's Workshop and participated in a plethora of developmental writing activities, including word processing and a keyboarding skills program. All program objectives were met, with the target group improving in all areas. (Contains 18 references. Appendixes present data, various work sheets, activities, and samples of students' writing.) (Author/RS) ED384909

Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (79th, Anaheim, CA, August 10-13, 1996). Qualitative Studies Division.(1996). 386pp. For other sections of these proceedings, see CS 215 568-580. The Qualitative Studies section of the proceedings contains the following 13 papers: "Writing as Theater: The Marketing of the Digital Word" (Sally McMillan); "Rethinking Ideology: Polysemy, Pleasure and Hegemony in Television Culture" (Luis Rivera-Perez); "Low Power FM: A Small History" (Gregory J. Adamo); "The Residue of Culture: An Ellulian Dialogic Analysis of Religious Imagery in a Network Television Drama" (Rick Clifton Moore); "News Values, News Strategies: "The New York Times" in Haiti, 1994-96" (Jack Lule); "Walt Disney, 1941-1966: Mass Media Products in Service of the American Way" (Joel L. Cliff); "Introducing Television to the American Home: A Dialectic of Structure and Practice in History" (Olaf Hoerschelmann); "Constructing the Nuclear-Waste Discourse: An Analysis of Coverage in Four Minnesota Newspapers of the Prairie Island Controversy" (Patricia Jane Berg); "Public Mind, Private Eye: Critical Orality- Literacy and TV Criticism" (Ralph Beliveau); "Feeding the Dinosaurs: Economic Concentration in the Retail Book Industry" (Jon Bekken); "Ryszard Kapuscinski: Epistemic Responsibility, Narrative Theory, and Literary Journalism" (James L. Aucoin); "Frames of Blame: A Textual Semiosis of "Newstrack's" Representation of Aids in India" (Nilanjana Bardhan); and "A War By Any Other Name: A Textual Analysis of Falklands/Malvinas War Coverage in U.S. and Latin American Newspapers" (Carolina Acosta-Alzuru and Elizabeth Pauline Lester). Individual papers contain references. (CR) ED401566

Proszeky, G. (1995). Humor (High-Speed Unification Morphology): A Morphological System for Corpus Analysis. 11pp. In: Language Resources for Language Technology: Proceedings of the TELRI (Trans-European Language Resources Infrastructure) European Seminar (1st, Tihany, Hungary, September 15-16, 1995); see FL 024 759. Humor, a reversible, string-based unification approach for lemmatizing and disambiguating language data, has been used for both language corpus analysis and creation of a variety of linguistic software applications such as spell-checking. The system is language-independent, allowing multilingual applications for a variety of language types. Its Hungarian version, the largest and most precise implementation, contains nearly 100,000 stems. The system has been tested rigorously by both linguists and end-users of word-processing tools. Humor-based linguistic modules have been licensed by major software producers, and the lemmatizer has been used in lexicographic research since 1991. One tool provides disambiguation, tagging, and parsing functions. The system can describe various natural languages, including both Eastern European and non-Eastern European languages. Several Humor subsystems for different purposes (lemmatizing, hyphenating, spell-checking/correcting, grammar checking) are commercially available, and have been built into several major word-processing and full-text retrieval systems. An inflectional thesaurus and a series of intelligent bilingual dictionaries have also been developed. (MSE) ED413752

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Redmann, D. H., Ed. (1995). AERA Business and Information Systems Research Special Interest Group Proceedings. American Educational Research Association Annual Meeting (San Francisco, California, April 18-22, 1995). 124pp. For the 1993 proceedings, see ED 361 472. This document contains 11 papers: "Integrated English/Keyboarding Instruction: Potential for Contextual Learning" (Baker, Anderson-Yates); "Incorporating Industry-Based Skill Standards into High School Secretarial and Administrative/Information Services Programs" (Bunn, Schmidt, Stewart); "The Effect of Two Different Interfaces for Database Applications on Problem-Solving Activities" (Chen); "The Importance of Workplace Basics Competencies (SCANS) as Perceived by Beginning Business Teacher and Experienced Business Teachers" (Echternacht, Yang); "Word Processing Competencies" (Gatlin, Rogers, Kordsmeier); "Electronic Mail: Attitudes and Effective Writing" (Kandies, Schmidt); "A Foundation Skill: Composing at the Keyboard" (Joyner, Arnold, Schmidt, White); "Electronic Mail: Privacy and Ethical Issues" (Morse, Bialac, Kalishman); "The Effect of Structured Techniques on Group Decision-Making in the Undergraduate Business Communication Classroom" (Neal, Echternacht); "Analysis of Content and Research Design in the 'Delta Pi Epsilon Journal' and the 'NABTE National Association of Business Teacher Educators Review'" (Stitt-Gohdes); and "The Effect of Experience on Financial Causal Knowledge in Auditing" (Vaatstra, Blommaert, Boshuizen, Schmidt). Each article contains references. (KC) ED383896

Redmann, D., Ed. (1994). Louisiana Business Education Journal. 1994. 134p. This annual journal contains nine articles dealing with business education in Louisiana and elsewhere. The articles "Word Processing Competencies: Which Ones Are Really Necessary?" (Patricia Lynn Anderson, Mary Alice Griffin) and "English Basics Were Developed in ShorthandWhy Not in Keyboarding?" (Clora Mae Baker, Marcia A. Anderson-Yates, Grace Abolaji) report studies conducted in Georgia and Illinois, respectively. "National Business and Education Skills Standards: Does Business Education Need Them?" (Phyllis C. Bunn) explores the implications of implementing national skill standards. The articles "Active Learning Techniques for Use in the Vocational Education Classroom" (Donna Holmquist) and "E-Mail Principles that Business Teachers Should Include in Their Curriculum" (Marcia L. James, Robert M. Schramm) both provide practical suggestions for classroom teachers. The need for students to understand other cultures is emphasized in "Technology and International Communication" (M. Latif Javed). The articles "Using Teams in Business Communication Classes" (Laura MacLeod, Sandra J. Nelson) and "Enhancing Computer Simulations through Consensual Business Problem-Solving Formats: Impacts of Student Diversity upon Learning Outcomes" (James L. Morrison) present ideas for classroom projects. "Expanding Business Education Programs: Providing a School-Within-a-School" (Rita Thomas Noel) describes one North Carolina business teacher's efforts to improve business education. Several papers contain substantial bibliographies. (MN) ED386565

Reisner, T. (1994). Easy Word 6 for Windows ( 2nd ed.). Indianapolis, IN: Que. 652.5536 Reisner 1994

Report of Student Performance, North Carolina Tests of Computer Skills. Reporting on the Classes of 2001-2002 for the State and 117 Public School Systems and 35 Charter Schools.(1999). The North Carolina State Board of Education, as part of the Quality Assurance Program established a computer proficiency requirement for diplomas issued to the high school classes of 2001 and beyond. The North Carolina Tests of Computer Skills (multiple-choice and performance) must be administered at the end of grade eight with subsequent opportunities during high school, as needed. The multiple choice test assesses: word processing; keyboarding; database use; spreadsheet use; telecomputing skills; societal issues; ethics; terms, operation, and care of computers; and use of computers in various curricular areas. The performance test consists of four parts: keyboarding techniques; word processing/editing; database use; and spreadsheet use. This document reports the performance of students in the class of 2001 as ninth graders and the class of 2002 as eighth graders on the computer skills test. Findings are highlighted in the following categories: 1997-98 student performance; student performance by ethnicity; comparison of 8th and 9th grade performance; student performance by gender; student performance by student characteristics; performance of limited English proficient students; performance of exceptional students; modifications for students with disabilities; and modifications for students with limited English proficiency. Thirty-two figures and tables make up the body of the report. Sample questions for the Tests are included, and a list of charter schools is appended. (AEF) ED437892

Robinson, J. W. (1992). Century 21 keyboarding, formatting, and document processing : complete course ( 5th ed.). Cincinnati, OH: South Western Pub. Co. 652.3 Century 1992

Robinson, J. W. (1993). Century 21 keyboarding, formatting, and document processing ( Annotated version, 5th ed.). Cincinnati: South-Western Pub. Co. 652.3 Century 1993 bk.1

Roby, M. S. (1997). Keyboarding I. 36pp. For related curriculum guides, see CE 074 825-832. This document contains the information required to deliver a 1-semester beginning keyboarding course designed to give high school students a basic understanding of the following: parts of a computer; keyboard functions; Windows 95; keypads; techniques for proofreading and formatting various documents; basic word processing features; capitalization and punctuation rules; word division; principles of editing; techniques producing simple tables; and use of the Internet for research. Included in the document are the following: rationale; course overview; course objectives; lesson plans for the course's 13 units; class activities; list of 14 Internet resources; keyboarding rubric for letters and memos; quiz for the proofreading unit; language arts and keypad skills worksheets; and bulletin board ideas. The unit topics are as follows: learn letter key operation; master keyboarding and language skills; get acquainted with symbol keys; learn number keypad operation; learn to center documents; master keyboarding and language skills; learn to format memos; learn block letter format; master keyboarding and language skills; learn unbound report format; learn simple table format; assess keyboarding and application skills; and participate in a keyboarding simulation on ethicsthe right thing to do. (MN) ED412349

Rothman, D. H. (1991). WordStar in a day. Blue Ridge Summit, PA: Windcrest. 652.5 r846

Ruetz, N., & Kendrick, J. (1996). Technology in the Workplace. Instructor's Guide (Revised Edition for Publication). Workplace Education. Project ALERT. 88pp. For other "Project ALERT" reports, see CE 077 287-302. This course focuses on terms, operations, and functions of computers. It is linked to mobile technology in the trucking industry. Applications include word processing, spread sheets, data bases, and other software packages. The course description lists target audience, general objective, and typical results observed. The next section gives instructors basic information related to providing successful educational programs in a workplace setting, an instructor's lexicon of strategies and principles that can be used in teaching, instructor's role and responsibilities, and course objectives. An explanation of lesson format lists six parts of the template used to design the lessonsunderstanding/outcome, materials, demonstration, exercise/engagement, workplace application, and evaluation/comments. A sample template and explanation of each part follows. A section on planning and scheduling deals with time requirements, class size, expected outcomes, prerequisites, and suggested timing for each lesson. Lessons are organized into the following categories: keeping track of learning; daily computer learning sheet; turning a computer on and off; introduction to the mouse; opening and closing icons; building mouse skills; identifying hardware; identifying critical keys; identifying, defining, and operating Windows elements; computer vocabulary; file manager; formatting a disk; typing a document; opening and closing files; saving a document; editing on a disk; spelling improvement; using spell check, and purchasing a computer. The document also contains the following: seven supplemental lessons; answer key; facility, materials, and equipment list; pretest; and posttest. (KC) ED424392 Available from: Workplace Education: Project ALERT, Wayne State University, 373 College of Education, Detroit, MI 48202 ($40 plus $5 shipping). You be able to order this document from the EDRS.

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Saffady, W. (1999). Introduction to Automation for Librarians. Fourth Edition. This book is divided into two parts; the first part (chapters 1-4) discusses fundamental aspects of computing and related technologies, and the second part (chapters 5-8) covers library automation, systems, and services. The chapters are as follows: (1) Computer Hardware, including the central processor, input peripherals, output peripherals, and auxiliary storage peripherals and media; (2) Computer Software, including system and application software; (3) Data Management and Data Communications Concepts, including modes of data processing, organization and management of data, and distributed computing; (4) Automated Office Systems and Related Technologies, including document preparation, word processing, document imaging technologies, electronic mail and messaging systems, and video- based information systems; (5) Computers and Descriptive Cataloging, including the MARC program, MARC-derivative cataloging products, and bibliographic utilities; (6) Integrated Library Systems, including online catalogs, circulation control, and acquisitions and serials management; (7) Automated Reference Service, including machine-readable reference sources and online information services; and (8) Digital Libraries, including the emergence of digital libraries, creating digital libraries, and issues and concerns. An index is included. (MES) ED433803

Sandler, C., Badgett, T., & Weingarten, J. (1997). Teach yourself-- Office 97 for Windows ( 1st ed.). New York: MIS Press. 005.369 Sandler

Scriven, M. (1983). Word magic : evaluating and selecting word processing. Belmont, Calif.: Lifetime Learning Publications. 652 Scr

Shaw, B. H. (1999). Managing Electronic Resources: A Survey of Current Practices in Academic Libraries. This document reports results of an online survey that examined practices and procedures in the management of electronic resources in 65 academic library reference departments. Responses are related to: (1) student population; (2) library use by community people; (3) number of public access workstations, workstations with World Wide Web access, and printers; (4) charging for printing; (5) online subscriptions based on IP (Internet Protocol) address, password, or student identification; (6) password security; (7) proxy servers; (8) offering off-campus students access to library databases without a proxy server; (9) desktop security; (10) use of signup sheets, time limits, identification, filtering software, age limits, and passwords for Internet workstations; (11) use of library workstations by patrons for email, games, chat rooms, or word processing; (12) limitations on Internet use by community people; (13) access to the Internet by community people from other locations on campus; (14) problems with patrons viewing pornography; (15) positions in library responsible for responding to email reference questions; (16) positions responsible for assisting with library technical problems; (17) positions responsible for purchase decisions of online database subscriptions; (18) positions responsible for implementation of online databases; (19) positions responsible for web design and implementation; and (20) library autonomy concerning computing infrastructure. (MES) ED434658

Shick, R. W. (1996). Implementation of Technology in the Classroom. 75pp. Master's Practicum Report, Nova Southeastern University. As computers become more prevalent in society, educators are obligated to plan and provide for classroom use of computer technology. This document describes an investigation into the readiness of elementary school teachers to integrate computer technology into their classrooms. A survey of sixth grade teachers at a target Florida school and three other nearby schools with similar demographic profiles revealed high levels of computer anxiety and low levels of computer use being integrated into the curriculum. A computer training program was developed for teachers at the target school, and at the end of 12 weeks of implementation the target group of four educators demonstrated an increase in computer presentation skills, a decrease in computer anxiety, and increased acquaintance of presentation software such as Microsoft's Powerpoint, word processing, and various computer tutorials. The success of the training program suggests that school districts should consider allocating funds for teacher training, not simply for the improvement of technological status. Appendices include copies of measurement instruments: (1) technology awareness survey; (2) computer knowledge pretest and posttest; (3) technology attitudinal survey; (4) computer software pretest and posttest; (5) individual pre- and post-assessment data; (6) leadership rating scale; and (7) a program evaluation form. (Contains 14 references.) (BEW) ED394516

Shreiner, B. H. (1995). Enhancing Eighth Grade Student Presentations of Scientific Research with Technology. 68pp. Ed.D. Practicum, Nova Southeastern University. This practicum was designed to improve the research and communication skills of eighth-grade students with the integration of technology, mathematics, and science when doing real-experience problem solving. Four units were developed that related the use of technology to skills that are also used in gathering, organizing, and manipulating research data and in communicating the findings in a written or oral presentation. Instruction was given during computer literacy class. Units focused on word processing, using a spreadsheet to organize data and create graphs, using design layout principles, and setting up a database and manipulating data. Six of the original 103 subjects, who excelled in scientific research projects, learned to create presentations using Hyperstudio. Analysis of the data indicated that five of the expected outcomes were achieved. The post performance-based test indicated that 92% of the students mastered outlining and reporting skills, and 93% mastered the graphing skills. Student portfolio assessments revealed that 99% learned how to create slides and overheads. Student confidence in the use of skills to enhance presentations rose substantially. Appendixes contain a student self-assessment and a five-item annotated software bibliography. (Contains 6 tables and 28 references.) (Author/SLD) ED389276

Sills, C., & Soden, K. (1997). Improving the Effectiveness of Computers in the Elementary Classroom through Peer Tutoring. 70p. Although many elementary classrooms have computers, students commonly report that they do not know how to use the them. This study assessed the effectiveness of a computer training program for students to increase their awareness of and comfort level on Macintosh and IBM computers in their classroom. Participating were fifth graders in an academically heterogeneous class in a school serving a middle to upper class population. Eight students (four boys and four girls, representing a wide range of abilities) were selected by the teacher to complete the training program and then tutor the remaining members of the class involved in the study. The tutors trained classmates on the use of ClarisWorks, a word processing program, with four tutors working on Macintosh and four on IBM computers. Tutors completed a Training Checklist after working with each student. The students' skills were evaluated both before and after the training sessions; the results showed that over 87 percent of the student felt extremely comfortable on both computer systems after being trained and rated the training program as very good or excellent. (Seven tables and 11 figures delineate findings. Six appendices contain the computer assignments, training checklists, and questionnaires. Contains 36 references.) (KB) ED417028

Simic, M. (1994). Computer Assisted Writing Instruction. ERIC Digest. ED376474

Simic, M., Compp. Essex, Christopher, Comp. (1996). Computers and Writing. Hot Topic Guide 33. Revised Edition. 70pp. For an earlier edition, see ED 333 399. One of a series of educational packages designed for implementation either in a workshop atmosphere or through individual study, this Hot Topic guide presents a variety of materials to assist educators in designing and implementing classroom projects and activities centering on the topic of computers and writing. The Hot Topic guide contains guidelines for workshop use; an overview/lecture on computer- assisted instruction in writing; and six focused ERIC documents and articles (from scholarly and professional journals). Contains a 27-item annotated bibiliography of items in the ERIC database on computers and writing. (RS) ED392055

Simpson, A. (1990). Mastering WordPerfect 5.1. San Francisco: Sybex. 005.369 Sim

Simpson, A. (1994). Mastering WordPerfect 5.1 & 5.1+ for DOS ( Special , 2nd ed.). San Francisco: Sybex. 652.5536 Simpson 1994

Simpson, A. (1994). Mastering WordPerfect 6 for Windows ( Special ed.). San Francisco: Sybex. 652.5536 Simpson 1994

Simpson, A. (1996). Mastering WordPerfect 7 for Windows 95. San Francisco: Sybex. 652.55369 Simpson

Smith, B. R., & Austin, D. J. (1983). Word processing : a guide for small business. Lexington, Mass.: Lewis Pub. Co. 651.72 s643

Snyder, M. (1996). The Paperless Writing Course: A Relevant Business Writing Course. 7pp. 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. In an age when the paperless office is fast becoming a reality, the need for a paperless writing course has arisen. This paper presents an easy and inexpensive way to design a paperless writing course by taking advantage of the annotation feature available on many word processors, such as Microsoft Word or Lotus Ami Pro. The annotation feature allows users to insert messages or comments into a document; the instructor can use this feature to direct the student's attention to an error to be corrected. The experimental course began with a review of the basics of the word processor, then shortcut keys, and finally the annotation feature. The instructor lectured on some aspect of writing for the first half of each scheduled class meeting; the latter half of the class period was used to teach the students how to use certain features of the word processor that supported the lecture given during the first portion of the class. Students completed homework assignments and turned them in to the instructor on floppy disks. The instructor then reviewed the students' writings, annotating any errors, and then returned the annotated disks to the students. The paperless writing course proved to be effective in allowing the instructor and student greater flexibility in creating and meeting assignment deadlines and promoting better, more efficient communication flow between student and teacher. (AEF) ED405831

Spencer, J. W. (1990). Exploring careers in word processing and desktop publishing ( 1st ed.). New York: Rosen Pub. Group. 652.5 Spencer

St. Clair, R. N., Busch, J., & Webb, B. J. (1999 Length: 10 Page(s); 1 Microfiche). Self-Publishing Indigenous Language Materials. Chapter 11 in: "Revitalizing Indigenous Languages. Papers presented at the Annual Stabilizing Indigenous Languages Symposium (5th, Louisville, KY, 15-16, 1998)"; see RC 021 955. Indigenous language programs that have a literacy component require reading materials. Recent advances in computer technology and certain legal changes in the publishing industry have made self-publishing such materials an easier task. This paper describes some of the steps necessary to self-publish indigenous language materials. Suggestions are offered for guidebooks on getting started in publishing, use of short-run printers, being one's own printer, and marketing. The Internet provides several types of opportunities for marketing and dissemination. The following technical aspects of self-publishing are discussed: text format and style, font style, special fonts for indigenous languages, word processing software, style consistency, copyediting and proofreading, things to do before the final pages go to press, and sending the camera-ready copy to the printer. Contains 16 references and lists of 12 useful Web sites and 3 style guides. (Author/SV) ED428933

Statewide Technology Survey of New Hampshire Schools, 1994-95. Summary of Results.(1995). 16pp. Contains tables which not reproduce clearly. In October 1994, the New Hampshire Department of Education, in conjunction with the Legislative Study Committee on Interactive Communications, conducted a survey to determine the technology infrastructure of New Hampshire Schools. The survey elicited information about technology plans, instructional and administrative use of personal computers and other technologies, student-to-computer ratios, video signal reception, backbone media, networking services, technology support personnel, staff development for technology, and uses of technology in various settings. Surveys were received from 447 of 459 public schools, representing 95.8% of the 1994-95 public school enrollment. Findings include: (1) 38% of schools reported having completed a technology plan; (2) schools reported a total of 21,074 computers, 11,397 (58.8%) of them in classrooms; (3) the New Hampshire ratio of students to computers is lower (1:9.6) than the national ratio (1:12.16); (4) 42.5% of buildings have cable television reception; (5) 29% of schools reported having a local area network connection, while 32% had some kind of Internet access; (6) library media specialists and technology coordinators provide most technology support; (7) the most frequently cited opportunities for staff development were workshops (88.7%); and (8) computers were used most frequently for word processing (92%), drill and practice (82%), computer assisted instruction (74%), and desktop publishing (67%). Five figures illustrate the data, and appended tables offer some general statistical data about the responding school districts. (BEW) ED393440

Stewart, C. O., & Baumgarten, E. (1988). Using WordPerfect 5. Carmel, Ind.: Que Corp. 652.5 s849

Stockton, M. J., & Evans, F. S. (1998). The OTHER Dimension of Computer Competence for Teachers. 9pp. In: Association of Small Computer Users in Education: Proceedings of the ASCUE Summer Conference (31st, North Myrtle Beach, SC, June 7-11, 1998); see IR 019 201. This paper chronicles the long-term development of a conceptual framework for the training of prospective teachers in the area of computer competence. Today, that conceptual framework drives the curriculum of an information technology course required of students in all teacher certification programs at William Jewell College (Missouri). The four basic application types of the conceptual model include word processing, database management, draw and paint applications, and spreadsheet applications. Internet technologies constitute a new dimension that demands a place alongside of these four basic application types. Topics discussed include the definition of computer literacy by the college's QUE (Quality Undergraduate Education) Committee; funding issues; faculty development and the role of the faculty in the campaign to integrate computer literacy into the curriculum; use of the Macintosh graphical user interface; migration from local area networks to the Internet; evolution of the information technology course; and implications of Internet technologies for the course, including instructor modeling of expected behavior, student projects, reflections, and future plans. (AEF) ED425733 You be able to order this document from the EDRS.

Stultz, R. A. (1982). The word processing handbook. Englewood Cliffs, N.J.: Prentice-Hall. 651.72 s934

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Taylor, J. H. (March 1996). Computers: Tools of Oppression, Tools of Liberation. Paper presented at the Annual Meeting of the Conference on College Composition and Communication (47th, Milwaukee, WI, March 27-30, 1996). This paper contends that students who are learning to use computers can benefit from having an overview of the history and social context of computers. The paper highlights some milestones in the history of computers, from ancient times to ENIAC to Altair to Bill Gates to the Internet. It also suggests some things for students to think about and do, such as writing down good things about computers or ways that computers help people, and presents some typical student responses. The paper concludes by presenting some salient issues and ideas in this "Information Age," pointing out that computers represent an incredible opportunity to enhance abilities and communication with each other, but noting that "computers and networks for all their power are just tools." (NKA) ED434350

Tennant, R. (1996). Internet Basics: Update 1996. ERIC Digest. 4pp. For original 1992 edition, see ED 348 054. ED392466

The Implementation of the Kentucky Education Technology System (KETS).(1995). 109pp. For related documents, see SP 036 685-694. This report describes two studies on the extent of the implementation of the Kentucky Education Technology System (KETS), part of the Kentucky Education Reform Act of 1990 (KERA). Study 1 was an external evaluation using 8 university field observers (names are given); study 2 was a self-assessment study using 47 anonymous district technology coordinators field observers. The same research instrument was used in both studies. Both studies examined a random sample of the same 24 schools. Composite findings indicate that all districts are connected to the KETS network, and schools across the state had shown significant progress in building the capacity to make technology and technology networks available to students, teachers, and administrators. Aspects related to school structures of planning and organization had seen the most progress, yet wide differences were noted in the use of technological applications and options available for professional development. Principals were found to be generally positive about the potential of technology and committed to providing it for students. Word processing received considerable use in study schools, and databases and spreadsheets were beginning to be a regular part of instruction; telecommunication was rarely used for instruction or communication. In addition, the use of the two-way video teleconferencing network was found to be an efficient and cost-effective method for training data collectors. Basic classroom connectivity was found to be deficient; differentiating factors between low and high technology implementation schools were related to classroom instruction and professional development. Four appendices include an innovation component configuration map for educational technology, the principal and teacher interview questions, and statistical representations of gathered data. (NAV) ED394973

Thomerson, J. D. (1998). Applied Educational Computing: Putting Skills to Practice. The College of Education at Valdosta State University (Georgia) developed a followup course to their required entry-level educational computing course. The introductory course covers word processing, spreadsheet, database, presentation, Internet, electronic mail, and operating system software and basic computer concepts. Students expressed a need for a followup intermediate-level course covering a wide range of software and topics appropriate for all education majors. The new course, Applied Educational Computing, allows students to be creative and complete practical, instructional-based projects in their own subject areas. The course teaches skills that students need to create programs and publications; create mailing labels and form letters; use spreadsheets; use database packages; use presentation software; and use the Internet for specific tasks. The course also teaches students about purchasing and evaluating computer hardware and software and detecting and repairing malfunctions. The course meets twice weekly for 10 weeks. Student projects require them to be creative and generate practical, instructional-based materials suitable for use in their own subject area. Results from the first three courses have shown that students are highly motivated, and they are very positive on course evaluations. Two appendixes describe applied educational computing projects. (SM) ED415219

Tichenor, S. (1998). Writing and Computer Skills: Students Need More Time 25p. Writing students at two-year colleges need more time and training to become better writers and computer users. Changes in writing instruction should expand students' knowledge of the writing process and increase their computer literacy; doing so should also increase their employability. The commitment of Oklahoma State UniversityOkmulgee to computer literacy has allowed the communications faculty in the General Education Department to require computer-generated writing assignments in Freshman Composition I and II classes as well as Technical Writing I and II classes. The efficiency of computers in promoting the writing process has been debated widely with reactions varying from hearty approval to damning disapproval. Perhaps the best support for competency-based education (CBE) comes from the workplace. Multimedia environments, if done properly, are worthwhile and valuable teaching tools. In the area of distance education, however, curriculum developers and instructors need to consider the educational level and learning skills of students involved. For the students' sake, writing instruction should also continue to include large amounts of teacher/student interaction in the computer classroom. One of the major objectives of teaching writing should be to teach students writing skills which will help them become better employees. Writing teachers who use computers must also teach a basic level of computer word- processing skills. Instructors should use mini-lectures which will leave them free to roam the room to help students as needed. (Contains 29 references.) (RS) ED416482

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VanProoyen, N., & Clouse, R. W. (1994). Three Approaches to Teaching Reading: Basal, Language Experience, and Computer- Assisted Instruction. 59p. According to a review of current reading research, components of language experience, whole language, and computer-assisted instruction need to be incorporated into the core basal reading program to make reading meaningful and enjoyable for all students. The basal reading approach continues to be used by the majority of teachers in elementary schools. Research indicates that students in classes which have incorporated various components of other approaches into basal reader programs scored much higher in achievement than students in schools having only the basal reader. The Language Experience Approach recognizes oral language, speaking, thinking, listening, writing and reading, and what students think and say they can write and read in meaningful ways. The Language Experience Approach is effective for reading disabled students and promotes a good self- concept within students. It is successful as a remedial technique in the upper grades. Whole language is based on the total language experience of the child. Many kinds of printed materials are utilized to integrate oral and written language. Student use of computers in elementary school involves drill-and- practice, tutorial, computer-assisted instruction, discovery learning, and word processing. The most important values the computer can add are immediate feedback, attentional focus, diagnosis, and a wide variety of laboratory or discovery environments. Children learn to read and write with computer assistance, and results compare favorably and sometimes above average with other reading methods. (Contains 147 references.) (RS) ED366910

Vergara, H. (1995). Design, Development, and Implementation of an Instructional Program for Kindergarten Teachers To Increase Their Basic Computer Skills through Word Processing Training. 107pp. Ed.D. Practicum Report, Nova Southeastern University. Kindergarten teachers are not receiving instruction in computer literacy, and the kindergarten curriculum does not include instruction in use of computers. A practicum project addressed the problem of bilingual (Spanish-English) kindergarten teachers who did not know how to use computer word processing programs. Major goals of the project were to increase teachers' computer literacy through their: mastery of word processing skills; creation of school-related documents, with graphics; learning of computer maintenance; and mastery of and comfort with computers for application in their teaching and classroom management. The computer instruction and training program that was designed and implemented for the project concentrated on increasing the word processing skills of the bilingual kindergarten teachers using instructional and educational technology. Twelve kindergarten teachers participated in the program. Analysis of evaluation data revealed that the bilingual kindergarten teachers understood basic computer technology, and achieved the goals of the project. (Nine appendices include a copy of the faculty survey questionnaire, computer literacy pre- and posttest, a computer care and maintenance evaluation instrument, and samples of teachers' work. Contains 25 references.) (AA) ED387239

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Wallace, I., Ed. (1997). Partnerships for Workforce Development in Business and Marketing Education. Annual Atlantic Coast Business & Marketing Education Conference Proceedings (14th, Greenville, North Carolina, February 21-22, 1997). Volume 8. 72pp. For the 1996 proceedings, see CE 073 730. This proceedings includes the following papers: "Multimedia Case Studies Business Reality for Students" (Agneberg); "Interactive Development and DesignA Business Approach" (Agneberg); "Ethics Instruction for Workforce Development" (Arnold); "Career Development Focus in Lincoln County" (Beam); "Reengineering for Student Success: The Program Alignment and Semester Conversion Process of the North Carolina Community College System" (Beddard); "Surfing the 'Infobog' (Information Overload)" (Brantley); "Designing Dynamic 'PowerPoint' Presentations" (Broughton); "More Classroom Games That Increase Teaching Effectiveness" (Caudill, Lambert); "Preparing Students for the 21st Century Employee Skills that Employers Seek" (Cauley); "Responsibilities of Leadership" (Cooper); "Ethics: Does Knowing Right from Wrong Make a Difference in What Students Do?" (Griffin, Anderson); "Fact Based Program Review: Making the Best Decisions" (Giovannini); "Snapshot View of Computer Use by North Carolina's Marketing Teachers" (Goins); "Virtual Reality in the Marketing Classroom" (Goins); "Multimedia and Web Design with ToolBook II and Java" (Hall); "Organizationally Sponsored Mentoring Program (Major Themes and Issues)" (Blue); "'Retooling' Your Vocational Middle School Program" (Mayo et al.); "Enhancing Awareness of Global Marketing Opportunities" (Hayes); "New 'Ice Breakers' for Your Interactive Business Classes" (Henson); "Experiential EducationA New Partner for Teacher Education Programs" (Holsey); "Impact of Block Scheduling on the Instructional Program and Vocational Student Organizations in Business Education" (Jewell); "What Should Be Included in Portfolios, and Can They Be Used by Professionals in Education?" (Jewell, Jewell); "Effectiveness of Work-Based Learning Strategies in North Carolina" (Jewell); "Taming the Dragon for Business and Marketing EducationA Partnership for Success (Voice Recognition)" (Joyner); "Workforce Preparation: Critical Considerations" (McEwen); "Managing Your Classroom for the '90s and Beyond" (Moon); "WordPerfect 7.0 Templates" (Skelton, White); "ABCs of Applying TQM in the Classroom" (Swope); "Program Promotion via the World Wide Web" (Truell); "Motivation to Participate in Distance Education: An Analysis Based on Houle's Typology" (Truell, Turner); "Carteret/Craven/ECU East Carolina University Partnership" (Wallace, Parke); "KFC Kentucky Fried Chicken and Central High School: A Partnership at Work" (Wells); "Survival Skills for Business and Marketing Education" (White); and "Exploring the Internet" (Wilson). (MN) ED406525

Wang, C. (1995). A Magnificent Library in the Pacific. The Robert F. Kennedy Memorial Library is the focal point of the University of Guam. The brand new library building was completed in March, 1992, and formally dedicated on October 7, 1993. The additional wing and renovation area cost a total of $7,302,880. When the renovation was underway, most collections, services, offices, and personnel were transferred into the new addition. The new addition is designed primarily for stacks and public reading areas, and also houses the Curriculum Resources Center, microform collections, small conference rooms, the computer room, and library faculty offices. The renovated area is allocated to the administrative offices, circulation, the Instructional Media Department, multimedia classrooms, the language listening lab, the online access catalog, government documents, the reserve collection, serials, technical processing offices, the public typing/word processing room, and a 24-hour study room. The library building, which won a design award, was harmoniously designed with the two adjacent buildings; its structure has sustained a typhoon and an earthquake. (AEF) ED384357

Wang, Y.-m., & Holthaus, P. (1997). Student Teachers' Computer Use during Practicum. 16pp. In: Proceedings of Selected Research and Development Presentations at the 1997 National Convention of the Association for Educational Communications and Technology (19th, Albuquerque, NM, February 14-18, 1997); see IR 018 421. This study was designed to investigate the use of computers by student teachers in their practicums. Student teachers (n=120) in two public universities in the United States answered a questionnaire that covered: the manner and frequency of computer use, student teachers' perception of their training, their attitudes toward the role of the computer in teaching, and factors that might be associated with student teachers' use of computers. The study achieved a response rate of 92% (n=110). Eighty-five percent of the student teachers in the study reported using computers. Fifty-one percent of the student teachers used computers with children and for personal purposes. Student teachers held positive attitudes toward the role of computers in education. Drill and practice comprised the highest usage rate in educational software. There was a low usage rate in game, problem solving, tutorial, and simulation programs. Word processing had the highest usage rate of tool software, with usage rates sharply lower for graphics, spreadsheet, and database programs. While only 13% of the student teachers used computers for multimedia, just 10% of them used computers for telecommunication. Study findings highlight the need to restructure the educational computing courses in the teacher education programs at the two universities. (Contains 17 references.) (SWC) ED409879

Ward, H. C., Jr. (1994). Effectiveness of a Standard Computer Interface Paradigm on Computer Anxiety, Self- Direction, Efficiency, and Self-Confidence. 166pp. Ed.D. Dissertation, University of Florida. A study was undertaken to explore whether students using an advance organizer- metacognitive learning strategy would be less anxious, more self-directing, more efficient, and more self-confident when learning unknown computer applications software than students using traditional computer software learning strategies. The first experiment was conducted with 164 students (average age 22) from a freshman orientation course which included a 1-hour word-processing applications software instructional component. The second experiment was conducted with 76 students (average age 33) from an introduction to computer course which included introductory presentations on three software applications types. Scores were gathered on each of four variables from two experiments which differed in the amount of time dedicated to exposure to the software strategies. Results indicate that the advance organizer-metacognitive learning strategy is somewhat more effective in improving student performance than traditional learning strategies, but the use of the learning strategy is only marginally more effective in improving students' self-concept of their capabilities to learn software than traditional learning strategies. Appendices include the teacher presentation outline; student notes for WordPerfect 5.1 (DOS); self-reporting 1-minute typing measure; the word-processing exercises and student computer exercise forms from both experiments; and the postcourse survey. (Contains 154 references.) (Author/AEF) ED396663

Waterhouse, S. A. (1979). Word processing fundamentals. New York: Harper & Row Publishers. 651.8 w326

Waters, J. K. (2000). The everything Microsoft Word 2000 book : all you need to know to make the most of the world's most popular word processing program--resumes, letters, greeting cards, personal web pages, and more. Holbrook, Mass.: Adams Media. 652.55369 Waters

Weiner, H. (1994). Enhancing Student Performance in the Social Studies through the Use of Multimedia Instructional Technology. A Practicum Report. 66pp. Master of Science Practicum, Nova University. This report describes a social studies skills enhancement program developed and implemented to improve social studies performance in a public middle school (grades 6-8) in the southeastern United States. The targeted group consisted of four males and four females of mixed performance ability in a sixth grade class. The 12-week study focused on on improvement in: (1) vocabulary skills on a pre- and post-test; (2) use of a CD-ROM card catalog, retrieval system, encyclopedia, and word processing software/hardware as measured by a teacher-made pre- and post- Multimedia Instructional Technology Identification and Usage Skills Tests; and (3) critical thinking map skills on a pre- and post-test. The program contained various activities and strategies using multimedia instructional technology for the improvement of these skills. By comparing the results of pretests and posttest, the study's conclusions indicated that all of the program's objectives were met successfully. Appendices include assessment materials and analysis of assessment data. Eight appendices include tables showing pre- and post-test results and a vocabulary skills midpoint test. (EH) ED383598

Weingarten, J. (1995). Teach yourself-- WordPerfect 6.1 for Windows ( 1st ed.). New York: MIS: Press. 652.5536 Weingarten

Wempen, F. (1998). Microsoft Office 97 professional 6 in 1 ( 2nd ed.). Indianapolis, Ind.: Que. 005.369 Microsoft 1998

Whitaker, G. W. (1995). Freshman Composition and the ComputerTotal Immersion. 10pp. Paper presented at the National Conference of the Community Colleges Humanities Association (Washington, DC, November 9-11, 1995). In 1992, the English Department of Florence-Darlington Technical College, in South Carolina, initiated a freshman composition program utilizing computer word processing in a full-term writing workshop format. The program includes 12 to 16 sections of English 101 taught in classrooms containing 22 networked computers, while software consists of WordPerfect 5.1 and an electronic dictionary. The program was based on the need to incorporate viable technical skills into humanities instruction and ensure that students graduate with written communication skills. Other aspects of the program include the following: (1) every student in every degree program must take the course, receiving a minimum of 45 hours of experience writing on a computer under tutorial supervision; (2) every student receives individualized instruction focusing upon his or her unique strengths and weaknesses; (3) every student is engaged in the continuous process of revision, thus generating better quality writing; (4) the teacher is able to read and comment upon each essay several times; (5) since students prepare and submit assignments on a continuous basis, individual learning paces are possible; (6) the teachers spend very little time talking about writing, and students spend almost all their time actually writing; and (7) instruction can also be included in information access/use and writing skills required by the job-search process. While this approach is a departure from traditional pedagogy, the computer facilitates students' creative thought process, while the program addresses students' tangible and educational needs. (KP) ED388350

Wilcox, B. L., & Others, A. (1997). Intelligent Portfolios for Professional Development. 34p. The intelligent electronic portfolio goes beyond assessment of teachers to a method of strengthening their professional development in the classroom. Adopted for teachers in a 3-year doctoral program, the intelligent electronic portfolio is a collection of artifacts, indicating competencies and skills, a place to showcase accomplishments and achievements, and a living, working portfolio which makes learning visible. The core system chosen is the laptop portable computer. The elements of a portfolio (reading, thinking, interacting, demonstrating, and writing) are enhanced by the use of technology: (1) "reading" professional literature and organizing data requires network access (electronic mail, newsgroups, and World Wide Web access); (2) "thinking" about artifacts collected is easier for the teacher through the use of "Web Helper Applications"; (3) "interacting" with others in one's discipline is made possible through the use of distance learning media; (4) "writing" requires the use of office software, especially word processing and desktop publishing; and (5) "demonstrating" is possible with the help of a graphics presentation package. The CD-ROM is the ultimate product of the intelligent portfolio. Six figures display information on the intelligent portfolio. (Contains 29 references.) (SPM) ED408250

Wiley, S. D., & Others, A. (1996). Twenty-first Century Tools for Qualitative Data Analysis. 18pp. Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996). A way to support the educational ethnographer in developing a perspective on the art of qualitative research during an introductory course on qualitative research methods is explored through a study of how novice researchers begin to learn the elements and processes of qualitative research. A second purpose of the study is to investigate the use of a new generation of computer software and how it supports or constrains the use of qualitative data. Students in a class on qualitative research methods at the University of California at Santa Barbara (12 in a morning session and 14 in an evening session) practiced the steps in the research cycle while carrying out a simulation of a study of the life of graduate students in education. Students were introduced, through lecture, readings, and demonstration, to common research tools, such as audiotape recording, word processing, and software for qualitative research. Study data provide evidence that the students practiced the "how" of qualitative research in a way that resulted in a beginning level of understanding the "why." Researchers predicted that students would recall the course as a concrete experience to build on when encountering concepts and understandings of qualitative research in the future. It was also apparent that computer capabilities could be used to a much greater advantage for teaching and doing qualitative research. Appendixes present the guided interview schedule, a guide for selecting software for data analysis, and a chart of views for analysis. (Contains one figure and two tables.) (SLD) ED399290

Wolfe, E. W., & Others, A. (1995). The Influence of Computers on Student Performance on a Direct Writing Assessment. 31pp. Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22, 1995). This study is an interim follow-up to an investigation of how computer use influences the writing process used by high school students on a direct writing assessment (Wolfe and others, 1994). Whether students with less comfort and experience with word processors would receive lower scores on word-processed essays than those with more comfort and experience with wordprocessing was studied. Also studied was whether differences in the length, neatness, accuracy, and tone of computer-written or hand-written essays by the same student could be attributed to the level of comfort in using a word processor. Interim results with 406 tenth graders indicate that students who have a greater level of comfort and experience using word processors for writing tend to score similarly on direct writing assessments whether the essays are composed on word processors or with pen and paper, while students who are less experienced using computers are more apt to perform better when their writing is composed with pen and paper. Fifteen tables present study data. Appendixes contain the student and teacher questionnaires. (Contains 22 references.) (SLD) ED383741

Woodlief, A. M. (1994). Writing Nature in a Computer Environment. 7pp. Paper presented at the Annual Meeting of the National Council of Teachers of English (84th, Orlando, FL, November 16-21, 1994). For some reason, the idea of the nature writer at work in the open air has been exalted, and it is difficult to think that writing about nature might be compatible with computers, the ultimate indoor toy. However, for students learning to write about nature, a networked computer environment be the best place to be, not for replacing the experience itself but for writing and communicating it. Nature writing has several distinctive characteristics as a genre which lends itself to electronic connections. First, to write about nature is to realize that words do not convey experience fully. One reason the writer writes about nature, in fact, is to try to convey the unconveyable. Thus, "word- processing" is admirably suited to the process of seeing and re-seeing, writing and re-writingallowing the writer to revise endlessly and easily. Second, writing about nature requires knowing all the so-called "facts" of the subject, and the computer makes facts available at the touch of a finger. Third, hypertexts (texts embedded in a computer text) can enhance the process of reading for a beginner at reading nature texts. Fourth, writing about nature is a social activity, despite romantic ideas of the writer alone in the wilderness. The whole point of nature writing is rhetoric and communication. Computers offer a fast, easy way to share texts with others without the hassle of paper shuffling. (TB) ED377511

Workplace Communication Workshop.(1994). The content and design of a workplace communication workshop jointly sponsored by a university teachers' center and a local union are described. The workshop objective is to provide workers for whom English is a second language with upgraded writing skills needed to fill out report forms, improved document reading skills for reading charts and graphs, math skills to tally production and formulate statistics, and the expanded vocabulary needed to read work-related forms and documents. Worker needs and interests direct course content and material selection, and participants work individually on computers to become familiar with word processing and spreadsheet software used in their jobs. Instructional materials drawn from workplace documents and forms are listed, and a list of textbooks used is also provided. Fifteen specific class activities using the forms, documents, and workplace tools are described. A brief bibliography is included. (MSE) (Adjunct ERIC Clearinghouse on Literacy Education) ED392309

Wyatt, A. (1994). WordPerfect 6 for Windows : the complete reference. Berkeley, CA: Osborne McGraw-Hill. 652.55369 WordPerfect

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Young, M. L., & Kay, D. C. (1994). WordPerfect 6.1 for Windows for dummies ( 2nd ed.). Foster City, CA: IDG Books Worldwide. 652.5536 Young 1994

Young, M. L., & Kay, D. C. (1996). WordPerfect 7 for Windows 95 for dummies. Foster City, Calif.: IDG Books Worldwide. 005.369 Young

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Zimmerman, S. O., & Greene, M. W. (1998). A Five-Year Chronicle: Using Technology in a Teacher Education Program. 6pp. In: "SITE 98: Society for Information Technology & Teacher Education International Conference (9th, Washington, DC, March 10-14, 1998). Proceedings"; see IR 018 794. A network of electronic mail systems connects universities throughout the United States and several foreign countries. Colleges of education link with public schools to support the student teaching process. Telecommunication tools for collaboration promise benefits for university faculty, student teachers, and cooperating teachers. Appalachian State University (ASU) is one example of an electronic community for the teacher education program founded on the piloting results of earlier studies. This account chronicles the uses of technology in the field experiences of the teacher education program. Initially, e-mail discussions were unstructured and substantiated previous studies which had found that student teachers used technology more for exchange of social and emotional support than exchange of ideas. To encourage more focused discussions via telecommunications, use of listservs were guided by faculty in the following academic year. Critical teaching concepts were targeted for development. During the first two years, cooperating teachers' participation was extremely limited. Individual training and encouragement was given by faculty to increase participation. When surveyed, the majority of the graduates of this program have noted that e-mail and word processing are the two major technological skills they obtained. The cooperating teachers indicated many more areas of technology in which they were competent. Attitudes of these preservice teachers were positive toward technology; the hindrances were listed as (1) limited funds, (2) equipment, and (3) time. With easy access to a network and a true social and instructional community for support, an environment was created for teachers, students and university faculty to grow and explore. Contains 13 references.) (AEF) ED421159

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