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Curriculum for a Course in Word/Information Processing California State University, San Bernardino CSUSB ScholarWorks Theses Digitization Project John M. Pfau Library 1990 Curriculum for a course in word/information processing Patricia A. Revelles Follow this and additional works at: https://scholarworks.lib.csusb.edu/etd-project Part of the Vocational Education Commons Recommended Citation Revelles, Patricia A., "Curriculum for a course in word/information processing" (1990). Theses Digitization Project. 768. https://scholarworks.lib.csusb.edu/etd-project/768 This Project is brought to you for free and open access by the John M. Pfau Library at CSUSB ScholarWorks. It has been accepted for inclusion in Theses Digitization Project by an authorized administrator of CSUSB ScholarWorks. For more information, please contact [email protected]. California State University San Bernardino O-' CURRICULUM FOR A COURSE IN WORD/INFORMATION PROCESSINQ-.U-' A Project Submitted to The Faculty of the School of Education In Partial Fulfillment of the Requirements of the Degree of Master of Arts Education: Vocational Option by Patricia A.|wRevelles, M. A. San Bernardino, California June 1990 CURRICULUM FOR A COURSE IN Word/Information Processing by Patricia A. Revelles June, 1990 Approved by: r, UY/ Josepn English Second Re&de,f^,' Dr. Ronald Pendleton CURRICULUM FOR A COURSE IN Word/Information Processing (Abstract) Patricia A. Revelles Statement of the Problem Many students have taken traditional word processing courses. Often they are enthused about learning the program applications, but are "bogged down" with learning the commands. The frustration can sometimes overwhelm even the best student. In order to prepare students for the "practical" applications of the business world, the need to develop transferable skills became evident. This project represents the development of an integrated curriculum plan, emphasizing the application of word processing, spreadsheets and database programs. These skills will not only assist students in the workplace, they can also enhance their personal growth. Procedure WORD/INFORMATION PROCESSING was designed to complement the current vocational course offerings of the business education curriculum at the secondary level. Ill In order to minimize the cost, cobputer hardware and software currently in use in the class would be used. The main them of the course was transferable skill development on an integrated program. Description of the Curriculum Plan The curriculum consists of a course description, course goals and objectives, course outline, lesson plan/design and equipment and resources. IV ACKNOWLEDGEMENTS I would like to thank the following individuals for their untiring patience: Dr. Joseph English, Professor and Coordinator of Graduate Studies in Vocational Education, and Dr. Ronald Pendleton, Professor and Coordinator Vocational Teacher Education. Last, but not least, I want to thank my family for their love, support and encouragement, in fulfilling this commitment. V TABLE OF CONTENTS Page Number Abstract .... ..... iii Acknowledgements V Introduction Statement of the Problem . 1 The Objective . 1 Context of the Problem 1 Problem Statement 3 Purpose of the Project 3 Definitions 4 Assumptions 4 Delimitations 5 Limitations ... 5 Significance of the Project 5 Summary . .. 6 Organization of the Remainder of the Project 6 Review of the Literature Introduction 7 Literature Summary ...... 7 Summary 16 Methodology Introduction . 17 Curriculum Design 17 vx Performance Indicators . 18 Validation of the Criteria 19 Summary . 20 References . ~ 22 Curriculum Materials 28 Appendixes Appendix A 42 Appendix B 44 Vll INTRODUCTION Statement of the Problem The Objective The purpose of the project is to develop a curriculum for a Word/Information Processing Class for secondary vocational students enrolled in a business educa.tion program Context of the Problem Providing information quickly is becoming increaSingly important to business operations. Businesses need current data for iriternal control in order to stay competitive. Short-and long-range decisions which ensures the long-term success of a business operation are based on incoming information (James, 1987). Because sound business decisions depend on the flow of accurate and timely information, word processing systems-with their remarkable speed and accuracy- have become essential to information management (Griffith, 1989), Since true voice-recognition technology at affordable cost remains in the distant future, so the alphanumeric keyboard will continue to be the principle device by means of which information is generated, retrieved and communicated. Word processing, network access, and electronic mail require the use of the keyboard. In order to master the Information Age, all students need to learn touch-typing (White, 1987). Touch-tying is a traditional course offering. None­ . ■ I the-less, changes must be made in the traditional business [ education curriculum. In some cases, a teacherimay not find 1 desired instructional materials from commercial!sources and I ■ therefore must develop ciirricular materials on their own (French & Crunkilton, 1989). A variety of methocls, according to (Purcel, 1987), may be used to deliver the cdntent including demonstrations, practice, on the job instruction, computer-assisted instruction, simulations, reading, i cooperative learning and lectures. ; Teaching students needs to be highly individualized. A well-trained,professional teacher is in the best position to ! select what a specific student needs to learn nejxt. A logical curriculum is then in evidence (Edinger,j 1987). A great deal has Changed in business education during the last twenty years. The formula for successful data education programs remains the same. That formula includes quality text materials, presented in an interesting and business-like format, and in awareness of changes in the business and educational environment (Muscat, 19^9). In 1985, half of America's working population had jobs in offices. Researchers predict that by 1990, 65|percent of the workforce will occupy positions in offices, and by the turn of the century, this total will reach 90 pefcent. The ! , Information Age that futurists predicted has arrived and it ' will require a new generation of office support personnel who are proficient in time management, information management, and human relations skills. Office workers are no longer clerks who type and answer the telephone. They are considered part of the management team (Burkhalter, Scerba & Dentdn, 1986). Problem Statement The problem was that too often students look upon word processing programs as "just typing." Often, many students are only concerned with learning the mechanics of a software program, without a concerted effort to productivity, applications or relationship to the total business picture. Purpose of the Project The purpose of the project is to design a Word/Information Processing curriculum for secondary students enrolled in a business education course. This course will include: Word/Information Processing Applications and Office Procedures which will meet different needs and complement each other in the business education curriculum. Definitions Word/Information Processing - The transformation of data into useful information. Office Procedures - A series of steps foliowed by an office worker in a regular, defined order. Curriculum - The learning outcomes of instruction. Assumptions It was assumed that: 1) Students with word processing skills need practical applications in many areas. 2) Students have not focused on the total picture of the Information Age and its implication in the automated office environment. Delimitations The Word/Information Processing class was designed for instruction on the Epson Equity 2+ personal computer, with a hard drive utilizing Word Perfect 5.0 software. Limitations ^ This project was limited by the expense that would have been necessary to preview numerous software programs and equipment for adoption into the proposed curriculum. Significance of the Project The traditional typewriting and word processing courses have not met the heeds of many vocational students enrolled in a business education class. This project was designed as a means of integrating various courses into the curriculum. It was also designed to enhance the skills required to succeed in today's office. Yesterday's office separated the technologies; Today we are attempting to integrate the technologies. Educators who train office workers must decide how to integrate the computer so they can effectively teach word processing, electronic filing, database and spreadsheet applications. Summary This introductory section identified the problem that was addressed and the proposed solution through curriculum development. Organization of the Remainder of the Project The remainder of the project included a review of the literature on Word/Information Processing Applications. The methodology that was used to complete the project, a conclusion, a comprehensive bibliography, and the curriculum for the proposed course. The curriculum was comprised of a course description, course outline, lesson plan and lesson design and equipment and resources. REVIEW OF THE LITE^TURE Introduction i The review of the literature inpludes a background of i the history of office automation: developments leading to ■ ! the interest in office automation, the coming information i age, the advances in technology, the{concerns about the growing number of office workers andifamiliarity with com- i
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