INFOR¡4ATION/WORD PROCESSING INSTRUCTION ÏN

SELECTED CANADIAN SECONDARY PUBLIC SCHOOLS

BY

-€) EVA BRovrN B.Ed", U. of M., 1980

A THESIS Submitted to The University of Manitoba in partial fuLfillment of the requi-rements for the degree of

MASTER OF EDUCATTON Department of Mathematics and Natural Sciences 1986 Permission has been granted Lrautorisation a êté accordée to the National Library of ã la Bibliothèque nationale Canada to mícrofilm this du Canada de microfilmer thesis and to lend or sell cette thèse et de prêter ou copies of the film. de vendre des exemplaires du f iIm. The author (copyright owner) Lrauteur ( titulaire du droit has reserved other d'auteur) se réserve l-es pubt icat ion rights and autres droits de publication; neither the thesis ' nor ni la thèse ni de longs extensive extracts from it extraits de celle-ci ne may be printed or otherwise doivent être imprimés ou reproduced without his/her autrement reproduits sans son written permission. autorisation écrite.

tsBN Ø_3I5_33 g67_5 INFORMATION/WORD PRocESSING INSTRUCTION IN

SELECTED CANADIAN SECONDARY PUBLIC SCHOOLS

BY

EVA BROI,]N

A thesis submitted to the Faculty of Graduate Studies of the university of Manitoba in partial fulfillment of the requirements of the degree of

MASTER OF EDUCATION

o L986

Permissiorr has bee¡r granted to the LIBRARY oF THE UNIVER- SITY OF MANITOBA to lend or sell copies of this thesis. to the NATIONAL LIBRARY OF CANADA to microfilnr this thesis arrd to lend or sell copies of the film, and UNIVERSITY MICROFILMS to publish an absrract of this thesis.

The author reserves other publication rights, a¡rd neittrer the thesis nor extensive extracts from it may be printed or other- wise reproduced without the author's writtel¡ permission. ACKNOWLEDG¡4ENTS

The writer gratefully acknowledges the encouragement and. guidance provided her during the period of study by Dr" George H" J. Porozny, Major Advisor and Thesis Committee Chai-rman; Special gratitude is expressed to Miss Isabella Dryden for her valuable assistance as Interim Advisor and for serving on the writerrs committee. Special thanks is extended to the other members of the writer¡s committee, Dr. Orest Capp and Dr. Bruce Sea1ey for their assistance, suggestions, and advice" The writer also wishes to thank the pilot committee for testing the questionnaire instrument and offering valuable suggestions and advice" Appreciation is expressed to all business education consultants, university business teacher education heads, superintendents, principals and business d.irectors who participated in this study with information and to business

educators who participated as respondents " Finally, the writer wishes to thank her husband, Russel, for his support and encouragement during the period of the study, whose understanding has made this study a reality.

1a r_ IABLE OF CONTENTS

PAGE ACKNOWLEDGMENTS iii LTST OF TABLES Vii ABSTRACT iX Chapter

Ï " INTRODUCTION 1 Statement of the problem Purpose of the Study Need for the Study Limitations Delimitations Definit.ion of Terms Organization of the Study

II. REVIEW OF RELATED LITERATURE 12 Introduction History of Information/Word processing Review of Related Studies/Literature Information/Word processing Curriculums in Secondary Education in Canada Summary

IÏÏ " PROCEDURES 43 ' Introduction The Development of the Study Topic Selection of Participants The Research Questionnaire Instrument

l_v PAGE

ÏV. FINDTNGS 49

å::':?";åiii*.". in ïnformarion/word processins Education Adequacy of Information/lrlord processing Curriculum at the Secondary Level in Canada . Prerequisite Skills/Courses and Adequacy of Training of Secondary Level Graduates Adequacy of Business Teacher Education and Suggestions for Improvement by Business Educators Summary

V. SUMM.A,RY, CONCLUSIONS, AND RECOMMENDATÏONS 90 Introduction Summary Conclusions Recommendations for the Improvement of Business Education Recommendations for Further Research

APPENDTCES IOO A - Principles of Instruction B Provincial Curriculums--Newfoundland Word. Processi-ng Course Outline (Pilot Project) C Provincial Curriculums--prince Edward Island Business Information processing D Provincial Curriculums--Nova Scotia Introduction to Word Processing (A TeachJ-ng Unj-t to be Used In the Business Education Program, pages 1 - B) E ProvinciaL Curriculums--euebec Word Processing I (An Experimental Course) F Provincial Curriculums--Ontario Integrated Office Systems program Section 6.7 Excerpts Keyboard.ing Program Section 6.9 Excerpts G - Provincial Curriculums--Manitoba Office Procedures 302 Excerpts Data Processing 302 Excerpts PAGE H Provincial Curriculums--Saskatchewan Computer Application 10, 20 And Computer Science 10, 20, 30 Excerpts I - Provincial Curriculums--Alberta Office Procedures L0-20-30, Module 5 Business Education L0-20-30 Optional Modules, Modules 14 and 15 J - Curriculum Outline, H. Bearg Study K Letters to Universities: Business Teacher Educators L LeÈters to Business Ed.ucation Consultants M - Letters to pilot Committee N Survey Instrument: euestionnaire O Letters to Superintendents, Business Directors P Letters to Business Educators A Thank you Letters R - Types of Microcomputers by province S Comments from Business Ed.ucators to Questj-on 6 T Coñments from Business Educators to Question 7 U - Comments from Business Educators to Question I0 V - Comments from Business Educators to Question 11 W - Enrolment of Schoo1 Divisi-ons Participating in this Study by Province X Suggested Journals

BIBLÏOGRÄ,PHY 247

vt_ LIST OF TABLES

TABLE PAGE I Number of Canadj-an Secondary Business Education Teachers Who Participated in this Study 51 2- Secondary Business Educators Teaching Information/Word Processing 52

3- Information/Vtord Processing Taught as a Component of Another Business Subject 54 4- Stud.ent Prerequisite Skills/Courses Required for Information/Word Processing 57 5- Secondary Business Educators Incorporating Theory/Concepts of Information/lrlord Processing in Their Teaching 60 6- Secondary Business Teachers Who Utilize Hands-On Hardware/Equipment in Teaching Information/Word Processing 61 7- Number of Equipment Utilized by Secondary Business Teachers in Teaching Information/!,Iord Processing 62 8- Dedicated Word. Processing Equipment Utilized in the Teachj-ng of Information/Word processing 63 9- Types of Microcomputers Utilized in the Teaching of Information/Vtord Processing t0 Peripheral Equipment (Printers) Utilized by Secondary Business Educators in the TeachJ_ng of Information/Word Processing 68 11 Peripheral Equipment (Disk Drives) Utilized by Secondary Business Educators in the Teaching of Information/Word Processing 69 L2 Peripheral Equipment (Miscellaneous) Utilized by Secondary Business Educators in the Teaching of Information/Word Processing 70 I3 Adequacy of Training Received by Current Graduating Secondary Level Students for Job Entry in fnformation/lriord Processinq 7 4

vl- ]- TABLE PAGE L4 Number of Years Secondary Business Educators Have Taught Information/ Vüord Processing " 78 15 Professional Development of Secondary Business Educators to Obtain Knowledge of Information/!,iord Processing 80 16 - Adequacy of Training of Secondary Business Educators to Teach Information/Vtord Processing 85 17 Suggest,ions for Improvement of the Education of Secondary Business Education Teachers 89

v].Ì ]- ABSTRACT

Statement of the Problem

The objective of this study was to investigate the development and current status of information/word process j-ng instruction at the second.ary leve1 in selected. Canadian public schools and to suggest changes to improve business ed.ucation instruction.

Procedures

Respondents to the questionnaire instrument were business educators from the ten Canadian provinces" Letters were sent to university business teacher educators, business education consuLtants, superintendents, principals, business directors, and business educators teaching or otherwise involved in information/word processing instruction" Three hundred eighty-two business ed.ucators were surveyed and three hundred seventeen (832) respondents returned questionnaires " Letters to university business educators also requested copies of the current business teacher ed.ucation course outlines. Letters to business education consultants requested copies of secondary business education curriculum outlines which included information/word processing" This information was used in the review of related literature.

l_x Findings and Conclusions

Hardware/Equipment Microcomputers were used by the majority of business educators teaching information/word processing. students enrolled in information/word processing programs received only a minimum (if any) exposure to ded.icated word processing hard.ware/equipment

Curriculum

rnformation/word processing was taught as a component of other business education subjects in arl provinces. A few schools taught information/word processing as a separate course or unit/module in other business education subjects.

ErereguisiÇe Ski1ls /Course

l.{ost business educators required students to have a knowledge of typewriting before studying information/word. processing. The majority of secondary leveI graduate students lrere inad.equatery trained. for job entry in information/word processing. This occurred because informatj-on/word processing is a ne\^¡ area in bus j_ness education and most students received only a minimum of instruction about j-nformation/word. processj-ng as part of their other business education subjects. Business Teacher Education Business educators obtained their knowred.ge of information/word processing primarily through \¡/ays other than formal courses--serf study, in-services, workshops, conferences, and read.ing current informatíon. The majority of business educators h/ere consÍdered inad.equately trai-ned. -information/word to teach processing because this is a new field in business education. rnformatj-on/word processing is a fast changing field. making it d.ifficult. for business educators to meet the challenges of automation. Business educators, however, are working hard to meet these challenges "

xJ- CHAPTER I

INTRODUCTION

word processing, since the formal adoption of the term in 1965, has become prominent in business and industry" Technorogy changes so quickly that business/ind.ustry is faced with the difficult task of meeting the challenges of automation. The challenges faced by busj-ness educators are similar to those of businesses but perhaps more difficurt" Business educators must determine what business needs and wants and then project into the future to achieve the goal of educating students for job ent,ry into the offices of tomorrow" ïn order to prepare qualified personnel to function effectively in meeting the communication needs of busi-ness, busíness educators must have from the business community current information and projections for the future. Without such information the likelihood is that office èducation teachers will continue to prepare students for "the office that r¡¡as" rather than for the offices that are and that wi]l be (National Study, Delta pi Epsi1on, p" l).

A statement by the poricies commission for Business and Economic Education issued in l9B3 indicates that word processing instruction is necessary in the business education curriculum and that word processing concepts and applications should be integrated into exlsting business education courses. The Commission further believes that an introductory course or a progressive series of courses should be offered to provide for occupational preparation (FORUM, Vo1. 38, No" L, October, 1983, p. L2, "

Statement of the Problem

This study investigated the development and. current status of information/word processing education at the secondary level in selected canadian public schools.

Purpose of the Studv

The purpose of this study was to examine the development and current status of informati-on/word. processing education at the secondary 1eve1 in selected canadian public schools and to suggest changes to improve busineès education instruction" This study surveyed business educators across canada who were involved in teaching business education. This study researched four aspects of information/word processing instruction" 3

1. The type of hard.ware/equipment utirized in teaching information/word processing was identified by this study. rf hardware/equipment r¡/as not used this study researched. whether the theory/concepts of information/word processing were taught and. how they were taught. 2. This study examined the curriculum of i-nformation/word. processing at the secondary level in Canadian public schools, whether information/word processing was offered as a separate course or integrated into another course such as typewriÇing. 3. since one of the objectives of business is to prepare students for entry revel and advancement in jobs within business/industry this stud.y examined the ad.equacy of training for job entry for current grad.uating secondary level students. 4" Business teacher education in informatj-on/word processing was of great concern to this study. This study identified the \,rays in which business education teachers obtained training to j-nstruct information/word processing. This study arso asked respondents to identify v¡ays to improve the training of business educators IN information/word processing. 4

Need for the Study

A growing charlenge faced by business firms is an unprecedented increase in the amount of paperwork generated by communicatj-on needs " wit.h this increase in paper volume has come the realization that the quality and. effectiveness of business conmunication have d.ecreased., while communj-cation operating expenses have continued to increase (National Study, Delta pi Epsilon, p. 1). This challenge urges business educators to examj-ne the business education program at the secondary level in order to improve business educati-on "

According to the Derta pi Epsilon National study on word. processing there is a need to exami-ne the teaching of information/word processing to d.evelop new curriculum materials built around the realities of the current business office and incorporating objectives based upon the word. processing competencies needed (p" 1). rmproving j-nformation/word processing j-nstruction should include an examination of the type of hardware/equipment that schools are using in the teaching of information/word processing. Business educators must provide students with information/word processing concepts and practices using equipment which is comparabre to the equipment being used in business and industry so that students can easj-1y transfer their knowledge gained. in school to an employment environment. 5

To meet the challenges and opportunities of the office of the future, office personnel will have to have a good understanding of data processing, communications technology, systems and procedures, and typewriting basics. They will have to be able to work with different too1s, the computer, and the stand.-alone video display units (Jewe11, p. 2L). This study responded to this need. by surveying business educators asking them to identify the equipment being used in their classrooms. Moody recommended that schools having office occupations curricula should maintain a close relationship with the Iocal business community. There is a need to research what is taught in the curriculum and. how it might be improved to provide future office! workers with a strong background in information/word. processing (p" 30) " Automation is used in factories and now j_s revolutionizing the office scene. Business/industry is always searching for a more effective and efficient system of communj-cation an¿ with the rapidry increasing cost of office operation, word. processing is the system which is contributing to this revolution" The task of business educators is to prepare studejnts for the "real world of work." This study exami-ned whether this task was being fulfilled. by researching the content of business education curriculums. As stated earlier, the Poricies commission indicates that word processing instruction is necessary in the business education curriculum and that word processing concepts and applications should be integrated into existing business education courses" Is information/word processing education 6 preparing students in Canadian second.ary business education programs for employment? curriculum needs to be reviewed for evaluation. Does it meet the need.s of busíness so that graduating students will be abre to have the basic skills to succeed in word processing? The Delta pi Epsilon Nationar study indicated the role of the secretary was changing creating a need to id.ent,ify whether or not the objective of business education to prepare students with skills needed for employment is being met (p. 14). This study examined the ad.equacy of student trai-ning and identified the prerequisite skirls/courses needed by students to study information/word processing. upon implementation of upd.ated. information/word processing curriculums in business education departments business educators need to rook at their quarifications. The majority of business educators are not familiar with the concept of word. processj-ng (eearg, p" 9) " The need. exists for business educators to update their knowled.ge of office automation" This study identified the ed.ucation of business educators and methods of updating involved in obtainj_ng their knowledge" 7

Limitations

1" This study was depend.ent on the information/word processing instructors who were identified by provincial business education consultants, departments of education, superintendents, business teacher education departments at universities and colleges, business directors, principals, and teachers. 2" This study was also limited by the information supplied by these respondents by completing the questionnaire instrument.

Delimitations

1" This study chose to research information/word processing practices in selected public high schools in

Canada " 2" The participants were selected from the names provid.ed by business education consultants, departments of education, superintendents, business teacher ed.ucation departments at universities and colleges, business d.irectors, principals, and teachers. I

Definition of Terms

The following terms are d.efined as they were used in this study: Admj-nistratj-ve Secretary a specialist who performs nontyping tasks, such as filingr procêssing the mail, handling t-elephone calls, and other supportive services for management. Artificial rntelliqence - a software area giving the capability of performing tasks relating to the human thought processes, such as the capábility to reason, to make judgments, and to learn" Business/rnd.ustrv - employers; smalr to large companies

or corporations " Business Director an ed.ucator responsible for business education programs in several schools. correspondence secretarv a specialist who performs the t,yping, transcribing, and revising tasks for management. Dedicated/stand-Alone word processor - an operation or piece of equipment that is independ.ent of another device, program, or system" Disk - a flat circular plate with a magnetizable surface rayer on which data can be stored by magnetic recording " Hardware - physicar equipment used in data processirg, e"g. microcomputer. 9

Hybrid Computer a computer using both analog and digital representation of data". rnformation Processinq - a corlection of word and d.ata processing equipment, procedures, software, data, and. people that integrates the subsystems of the organization and provides information for the user. Infornlation/Word. processinq the fastest most efficient, and most economical method. of expeditJ-ng paper flow from its authorship to distribution of the printed word. rnteqrated office svstems - a network that íncorporates all components of office operations--input, production, reproduction, record.s processing, and communication/

distribution " Job-readv/Entrr-1eve1 - a level of education indicating sufficient ski1ls and training to be employed" Line Printer a device that prints a I j-ne of characters as a unit" Mc/sr - l4agnetic card selectric typewriter records input on magnetic cards. uù/sr - l4agnetic tape selectric typewriter accelerates production by recording input on tape and editing and omitting in playback" Maqnetic/Erectronic Tvpewriter an electronic typewriter that records on magnetic med.ia or in a memory unit" The recorded material can be prayed back with little human assistance at high rates of speed. 10

l"laqnetic Media - media such as cards, cassettes, disks, and belts which are used in text editors and dictation equi-pment to record and to store information" office Automation the use of computers and rerated electronic equipment to help perform the tasks of the office--to store, process, retrieve, and. transmit information_. Peripheral Equi-pment - any equipment distinct from the central processing unit that may provide the system with outside communication or additional facilities. Policies commission for Business and Economic Education a group of business educators and representatives of professional business education organizations who set poricies for business and economic education "

Secondarv Level grades 10, ll, and l2--in some provinces also grade 9 and grade 13; also known as "high school".

Software - computer programsr procedures, ru1es, and possibly associated documentation concerned. with the operation of an automated processing system" Theorv/Concepts the rules and procedures of information/word process ing " Trad.itional secretarv also calred a general-purpose or multifunctional secretary; this person performs all secretarial functions for one or more executives. 11

Word Processing System/Centre the combination of specific procedures, methods, equipment, and people designed to accomplish transition and distribution of written, verbal, ot recorded work in a centralized location in which word processing operations take place.

Orcranization of the Studv

This study is divided into five chapters entitled: (1) Introd.uction , (2) Review of Related Literature, (3) Procedures, (4) Findings, and (5) Summary, Conclusions, and

Recommend.ations . Chapter I includes the j-ntroduction, statement of the problem, purpose of the study, need for the study, limitations, delimitations, and definit.ion of terms. Chapter II presents the history of information/word. processing and includes a summarization of this history, a review of related studies as well as journals and articles, and reviews the information/word. processing curriculums in secondary education in Canada" Chapter III sum¡narizes how the study was done. It describes the development of the study topic, sunmarizes the review of literature as pertaining to thj-s study, selection of participants, and the research questionnaire instrument. Chapter IV outlines the findings of this study. Chapter V includes a summary of the findings of this study r êLS well as conclusions, reconrmendat j-ons, and implj-cations for further research" CHAPTER IT

REVTEW OF RELATED LITERATURE

Introduction

This study undertook to research t.he development and current status of information/word processing education at the secondary level in canadian pubric schoors with implications for improvement of instruction. The investigator first reviewed the history of information/word processing and compiled a summary of this history. Then the researcher conducted an extensive review of literature using several methods of research. An ER]C search was carried out at the Education Library, The university of I"lanitoba. The Business Education Indexes and the Canadian rnd.ex were perused for rerevant articles and theses. Journals, magazines and newspaper artj-cles about business and technology were obtained from the Arsp--Association of rnformation systems as well as the library of the Department of Finance, Government of Manitoba, rnformation systems Department. The researcher recorded points related to the stud.y on a system of index card.s which \^iere coded and. grouped according to topic" Letters were sent to colleagues in canadian provinces requesting current curriculum guides.

I2 13

Relevant l-iterature iden-uif ied in t.h¡e ERrc search not available locaIly was obtained through interribrary roan or purchased from University Mj-crofilms International. This chapter includ.es the following topics: 1" Hj-story of Informati-on/hiord processing 2. Review of Related Studies/Literature 3 " Information/Word processing Curriculums in Secondary Education in Canada

History of Information/Word. processinq

words have been processed ever since paper was prod.uced but the term "information/word processing" has been adopted more recently to describe a new method of improving the efficiency business of communications (Elliot, p. 6) " History records the documentation of words from about 3300 B"c" when clay tablets v/ere used for this purpose. Previous to this tj-me communicatÍon took place by use of pictures known as hierogryphics. petroglyphs, which was the method of carving images in rock, followed. since the time when petroglyphs were used the human race has been searching for a'more efficient method of communicaLion" By 400 B"C. people were communicating universally by means of one form or another of the alphabet (Duffy/Bentley, p" 2) " I4

Vellum (skin of a calf), parchment (skin of goat or sheep) and later paper as well as quill pens and metal nib pens were commonday items by the 1400's for recording and

processing words " In the fifteenth century the first printing press u/as invented. In 1455 a Gothic Bible was produced on a printing press by- Gutenberg of Mainz " Vfilliam Caxton set up his

f irst printing press in Vrlestminster Abbey in L47 6

(Duffy/Bentley, p" 4) " In 1713, ân Englishman, Henry l{ill obtained the first patent for a writing machine, a forerunner to the present typewrj-ter. Other machines manufactured during the 1700's and 1800's were developed for specialized use by blind persons to help them write as weII as by others for personal

correspondence " These typewriters \^/ere therefore not

desJ-gned for speed or commercial use (Duffy/Bentley, p" 4) " The first writing machine to be developed and known as a "typewriter" was designed by William A" Burt of Detroit, Michigan in 1829" In L867, Christopher Sholes, the 52nd person known to design such a machine, developed the first commercially viable typewriter. His typewriter was the first machj-ne to be faster in recording information than

handwriting " 15

Sholes' keyboard was arranged in alphabetical order from left to right, top to bottom. This arrangement caused keys to jam. A keyboard known as the "QWERTY" system v¡as designed to reduce keys jamming but this system which is most common tod.ay is stilt highly susceptible to typebar clashes and. has been shown to be a left-hand.ed machi-ne in a

(West, p ríght-handed. world " 47gl " Suggestions for an improved keyboard have been made of which the most promi-nent is the Dvorak or Simplified keyboard which redistributes the work more appropriately to the various rows, between the hands, and among the fingers (!üest, p" 479) " Formal typewriting instruction began in 1881 when the

YWCA offered a course in typewriting to eight women in New York. This led to the establishment of business schools. As a result of these typewriting classes over 60,000 women h/ere using typewríters in organizations throughout the

United States by f886 (Duffy/Bentley, p" 6) "

The automatic typewriter, produced in 1918, \,ras a descendant of the first practical typewriter d.eveloped by Christopher Sholes in 1867. This equipment began to create the efficiency of word processing. I{owever, it \^/as not until L932 that the automatic typewriter \das manufactured by the American Automatj-c Typewriter Company in the form of the autotypist which v¡as able to control the typewriter keys automatically. 16

In the late L920's competing companies entered the market of automated typewriters which resulted in improved equipment including text-ed.iting machines capable of editing exísting documents " In 1933, International Business Machines (IBM) produced the first commercial electric typewriter, a machine which \^¡as widely accepted and which eventually took over the market of manual typewriters by the 1960's and. 1970¡s" tBM again made a big impact on the typewriter market when in 1961 it introduced. the first selectric typewriter with printing produced from the use of a font or ball instead of keys " The 1960's \n¡as a time of office revoluti-on. Offíce automation is the most revolutionary development in the history of the office, surpassing even the genesis of the typewriter (Hirschej-m, p" 3) . IBM introduced the magnetic tape selectric typewriter (MT/ST) in L964 making a revolutionary change in technology. The MT/ST was a basic IBM "Selectric" Typewriter adapted to work along with a console and magnetic tapes to record. all typed material. Each keystroke vÍas electronically stored on magnetic tape as the key was pressed by the typist (ouffy/Bentley, p" 9). Then in 1969, IBM developed the magnetic card selectric typewriter (MC/ST), another improvement in technology allowing for greater efficiency in T7 business. Mag Card I technology did not introduce a drastic change from the ¡4TlST but the Mag Card II differed significantly. The record.ing principle remained similar to the use of magnetic tape but now errors could be corrected before the memory stored. the keystrokes for future playback

(p" 11) . The d.evelopment of visual display text-editing systems in the late 1960's ü/as another phase in office efficiency " Ulrich Steinhilp€rr an office products manager for IBM in Germany, d.eveloped the term "textverabetung" or text processing in 1965. Text processing was to direct all information to central areas to develop the concept of a unified office environment (Rosen/Fj-elden, p" 13) . In the mid-1960's IBM marketed a total office products package consisti-ng of dictation equipment, electric typewriters, and the ¡4T/ST" This package encompassed the total cycle of correspondençe creation including origination, dictation, transcription, revision and production of final copy (Duffy/Bentley, pp" r0-11) . The "\nrord. processing system" and the "word processing centre" subsequently evolved when stud.ies indicated that centralized dictatj-on systems and centralized transcription, along with the MT/ST, could substantially reduce the cost of producing typewritten material (Duffy/Bentley, p" 11) " 18

When the concept of word processing was first introduced it was considered to be a typewriting task, however that concept has now revolved to denote a much rarger cycre of activity encompassing the entire office system.

Word processing has developed through four phases as outlined below. PHASE I--Mechanical text-editing typewriters 1964--MT/St--magnetic tape selectric typewriter --el-ectric typewriter wired to a tape recorder 1969--MC/ST--magnetic card selectric typewriter --then models Mag Cards I and II, Mag Card A PHASE II--Communicating stand-alone text editors

1960's --display text editing machines CRT L97L --IBM introduced. Mag Card. capable of communicating with other Mag Card units PHASE III--Display text editors L972 --conìmunicating stand-alone text editors (hybrid) --like phase I & II but includes communicating units PHASE IV--Integration of DPIWP technology (total information system) 1980's --shared logic text editors (uses mini computers) --timed shared text editors (uses large computers) --personal computers--software used in DP and V,]P e"g" spreadsheet (Quible/Johnson, Rosen/FieIden) 19

The history of information/word processing can be summarized as follows: Year Event 3300 B.C. Clay tablets were used L7L4 A.D" Henry Mill--received the first patent for the writing machine L867 Christopher Sholes--father of the typewriter; 52nd person to invent a typewriter; perfected the machine to be faster than handwriti.g; efficient model manufactured by E. Remington and Sons" 1878 Frank E" McGurrin--introduced touch typing 1881 YMCA offered course in typewriting to eight women; Ied to establishment of business schools " 1883 Horton--first Canadj-an to develop typewriter " 1878 Thomas A. Edison--first person to reproduce sound" 1881 Alexander Graham 8e11, Charles Sumner Tainter and Chichester Be11--invented a machine on which sound could. be commercially recorded and reproduced. 1933 International Business Machines first commercial electric typewriter. 1e61 liä;;l*::'å:ii.fi;=;,=:';::i'" or ball" L964 IBM--first magnetic tape selectríc typewriter--MT/ ST 1965 Ulrich Steinhilper, Germany--devised the word word processing idea known as textverabetung or word processing" L969 ÏBM--introd.uction of magnetic card selectric typewriter--MC/ ST 20

Year Event

Lg7 0' Display "text-ed.iting" machines, wi-th CRT --Cathode Ray Tube, Matrix Screen, Gas Plasma Screen, Electronic Video Screen --TV-like screen with attached keyboards and printing devices --By keyboard.irg, material held on screen Communicating stand-alone text-editors (hybrid) --Like CRT above but includes communicating units --Material keyboarded and revised in one location --Electronically transmitted to another location ( s ) --Beginning of "electronic mail" Integration of DPllvp technology --Shared-logic text-editors-- --uses minj--computers --shares computer storage, peripherals --has retrieval, manipulation, information capabilities --Time-shared. text-editors -- --uses large computers --computer belongs to a service bureau; --client charged only for t,ime actually used Equipment used. in early phases has been used in succeeding phases with additional, more advanced equipment being added in new phases. However, equipment used in phase one is becoming less used but equipment of phases two, three and four continue to be useful. Undoubtedly, the equipment that will be introduced in phase 5 will make extensive use of artificiar intelligence, which will likely make obsorete significant amounts of the equipment introduced d.uring earlier phases (euible/Johnson, p" 19)" 27

Review of Related Studies

The studies reviewed which rerated to this stud.y were categorized into four major topics.

1. Need. To Teach Information/Word processing An examinatj-on of employment statistics reveals the importance - of informatj-on/word processing ed.ucatj_on. The demand for qualified, well-traj-ned word processing operators exceeds (Jewe11, supply p. 13) " The 1984-85 occupational outlook Handbook in Manitoba indicates word processor operator employment prospects to 1990" This group incrudes keypunch operators, computer and peripheral equj-pment operators and word processor operators " while keypunch operators are expected to d.ecl j_ne, the number of computer and. word processor operators will increase about as fast as averag'e. As computer systems expand, the need. for data-entry operators and other peripheral equipment operators j-s expected to rise. susan Jewe11, author of a study done on the identification of the word processing needs in t4uskegon county and surround.ing areas, quoted sam Kalow, Manager of IBM's word processing system: 22 I fir¡d it particularly ironic that this great demand exists at the same time v/e have a relatively high unemployment rate" This unemployment rate is even higher than the average among those people who should be filling these jobs--our younger citizens (p. I5). The business ed.ucation curriculum must meet the needs of busj-ness because without qualified. personnel the advancement of word processing in busj-ness does not take place. Jewell noted some companies have experienced difficulty in establishing a word processing operation and in achieving maximum efficiency because of the growing shortage of qualified personnel (p. 13). Many entry-lever positions are avaj-Iab1e, and they of f er both career opportunities and f j-nancial reward.s (Bearg¡ p " 2) . According to the Occupational- OutLook Handbook in Manitoba the average annual earnings for a word processing operator was $12r565"

Melody Johnson, senior consultant of a market and. information research consurting firm, anticipated by l9g4 a shortage of personnel to meet word processing requirements (National pi for employees Study, Delta Epsilonr p " 24} . The task of business educators is therefore clearly prescribed" rf indeed the goal of business educators is to prepare students for the office of the "rea1 world" then there need be no hesi-tation to teach information/word. processing at the secondary lever" A guid.e to principles of instruction for business educators appears in Appendix A. 23

Having viewed various studies presenting needs for the implementation of information/word. processing in the secondary lever curriculum the researcher then reviewed. further literature to determine the extent to which stud.ents should be exposed to the subject to attain entry-level ski1ls " word -processing instruction may be incorporated into typewritirg, clerical office practice, transcription or other courses (Stit.to August n L977, p" 29) " Beebe, in his study to d.etermine the ad.equacy of vendor provided. training of word processing, outrined the components of an effectj-ve training program in word processing " 1. To maximize the user's understanding of word ' processing at all levels " 2" To obtain essential user involvement in implementing, supervising, and controlling word processing systems. 3 " To increase the user's confj-dence, enthusiasm for, and utilization of word processing. 4" To provide an environment where users can communicate, question, and share their o\dn valuable ideas and (pp. . information 6-7).

Merton Powell conducted a study to determine competencies needed by entry-level emproyees working in firms where a word processing system was in operation

(A11red, p" 25) " 24

Powell concluded that: 1" All secretarial programs should. includ.e information and guidance on the word processíng concept 2. TrainJ-ng on the magnetic media typewriters in schools was not considered critical, but preparation for changing conditions and procedures was. 3" Greater emphasis should be given to teaching -English grammar, spellingr, proper attitudes towards work, ability to get along with others, and excellence in performíng all basic secretarial- skills (pp. 25-26) "

Essential competencies for entry-level word processing secretaries were identified by Moody in a study of beginning word processing secretaries" Moody suggested that: 1. Vford. processing equipment training and knowledge of concepts are helpful to entry-leveI employees.

2" Word processing should be offered as a semester course when feasible and incorporated

into existing classes as well " 3" Schools should consider placing some cooperative. students in word. processlng centers (Bearg, p. 10) Moody's study revealed that 96 percent of the participants felt that equipment training prior to job entry would be either helpful or important" Further, the same percentage were of the opinion that such training in word processing skills and equipment should. be offered. at the high school leve1 and integrated in the existing business education courses (Beebe, p. 7) " Research shows that the development of specific skills in students \^/as not of pri-mary importance to employers. In fact, Powell found that, although employers in word 25 processing systems did not expect students to be trained on magnetic-medj-a typewriters, they did consid.er it critical that students be prepared to handle changing assignments and procedures (Kisor, p. 11) " stitt maintains that it is almost impossible for business educators to educate students to a level of competence in a word processing' content area (p" 24) " Jewel1 states that the emergence of automated equipment and word processing procedures has presented business educators with a new chalrenge of preparing students to function efficiently in a traditional office and in an automated. office (pp" 9-10) " Therefore, it may be reasonable to concrude that atl students need to have a basic understanding of word processing concepts and vocabulary to be able to adapt to any gj-ven situation"

2" rnformation/word. processing Emproyee Requirements rn order to prepare qualified personner to function effectj-vely in meeting the communication needs of business, busi-ness educators must receive from the business community current information and projections for the future. !{ithout such informati-on office education teachers will- continue to prepare students for "the office that \,vas" rather than for the offices that are and that will be (NationaL study, Delta

Pi Epsilon, p. 1) " 26

The Policies Commission for Business and Economic Ed.ucation suggests that secondary level instruction j-nformation processing should include an introduction to the concepts of information processing and its effects upon offices, jobs, and skills, Secondary leveI instructj-on should include emphasis on language and computational skills, computer literacy, specialized equipment operations, and interpersonal relationships " The Commission recomrnends one of three methods of instruction which could include but not be limited to the following:

1" The integration of information processing--either for personal or vocational uses--within existing courses " 2" A course providing introduction to information

processing concepts " 3 " A full curriculum mod.el in which a progressive series of information processing courses is available, including a capstone unit (Fairchild., p" 35) " JeweLl's study indicated three factors why students are not ready for beginning jobs" 1" Training in schools, in general, does not match the requirements of the job market. 2" Students are not taught the group approach to work" 3 " Students' Iack of basics as English and mathematics, limj-ts their usefulness and their potential for growth, even though they learn to operate machines (p. 15) " 27

This study further researched literature to d.etermine the competencies needed by students to become entry-leve1

employees " rn a study done by Hildegarde Bearg for the development of a high school word processing course employers surveyed stated that a high school education was the minimum requirement for job entry (p" 20) " Another question in the same study asked respondents if ne\^r employees required previous word processing experience--almost 95 percent responded "no" (Beargr p " 2l-) . However, when respondents were asked as to what skills emproyees entering business required, all of them stated. typing skills were mandatory (Bearg, p" 2Ll " Employers are rooking for employees with "we11-rounded." skilIs--the abilit,y to undertake many s j-tuations and tasks. The student needs an und.erstanding of work flow as weLl_ as general knowledge about business and how it works (stitt, L977¡ p" 24)" It is becoming more and more difficult to find secretaries with even basic spellingr grâmftar and punctuation (Jewell, skills p. 14) " A Delta pi Epsilon report established that word processing operators themselves also felt that they lacked. a specialized vocabulary and that entry-level operators need. more training in word processing equipment (Bearg, p. l,2) " Hulbert cited several other qualifícations for employment. The most important was the ability to forrow instructions forlowed by rapid, accurate typing, expert 28

proofreading, understanding formatting, and good English skills " Finally he listed the qualification of being highry (Bearg, motivated p. L2l " The National study of Irüord processing rnstalrations rn selected. Business organizations published by Delta pi Epsilon cited a study by p.c" Moody on the identification of entry-lever competencies of word processing secretaries. Moody surveyed secretaries, supervisors, and principars" hlhen the secretaries were asked about typewriting competencíes, more than 50 percent rated it to be the responsibility of the school to teach keyboard.irg, revisitg, and playing back documents on magnetic med.ia equipment. Also about one-harf of the secretaries were of the opinj-on that ability to operate the magnetic tape selectric typewriter and the magnetic card serectric typewriter were important and that the schoor was responsible for training students to use them (National Study, Delta pi Epsi]on, p" 29). " Jewell stated in her study that office personnel will have t.o have a good und.erstanding of d.ata processirg, communications technology, systems and procedures, and. typewriting basics. she also says stud.ents will have to be able to work with different tools, the computer, and. the stand-alone video display (Jewell, p units " 2L) " Three other studies reviewed listed specifj-c qualifications need.ed. by employees for word processing positions " The first study, done in L978 by Echternacht and Lang indicated: 29

1. Fast, accurate typing skills. 2. Being machine oriented" 3. Being able to stay at one work station for extended periods. 4. Concentration ability despite noise. 5. Capable of working under pressure to meet deadlines. 6. Common sense in thinking through and solving problems. 7 " Capable of transcribing from handwritten or dictated materials. 8. Capable of d.ealj_ng with guotas and of having work measured. 9. Proofreading skills 10. Formatting skil1s 11. Possess verbal skilIs," including vocabulary, spel1ing, grartmar, and punctuation" L2" Be a good team worker. The second study done by the Illinois Office of Education categorized skills into seven areas. These skilrs were derived by an employment needs survey deveroping a hiord Processing Guide. They v/ere: 1. Concepts, processes, and careers in word processing" 2. Verbal communi-cation. 3. Written communications" 4" Equipment related skills" 5" Planning, organizing, decision-making ski11s" 6. Supervision skills. 7 " Business attitudes/personal development. Powell's study was specific in identifying qualifications for secretaries in word processing" i" Oral communication" 2" Ability to proofread" 3" Knowledge of grammar. 4" Typing accuracy and speed" 5 " Numer j-cal typing. 6" Getting work done on time" 7 " Working under pressure. 8" Vforking with interruptions" Powell also went on to identify second.ary qualifications sought for in employees of word. processing by employers " 30

1. Loggíng information. 2. Setting priorities. 3. Management of time. 4" Vüork station management. 5. Machj-ne transcription 6. Systems analysis. " 7. FIow of work. I " Scheduling. The most common erements found in all studi-es of skilts needed by word processing employees hrere the need for good. proofreadíng and editing skilIs and creativity in the use of machines. several su.rveys also determined personality traits and attitudes to rank highly on the list of qualifications (Bearg, p" 231 "

3" Information/Word processing Curriculum The business education program at the secondary level in canadj-an schools needs to be red.esigned. using careful assessment, accurate data and planning (Jewe11¡ p" fg) " Business educators need to form a task force and conduct a needs assessment to determine curriculum guidelines. Actual job requirements should be the basis for guidelines in d.eveloping a course of study for word processing programs

(Kisor, p. 18 ) .

since the concept of information/word processing was first introduced, business educators have raised many questions as to what to teach about the information/word. processing concept and how to provi-de training rel-evant Lo needs the of business (Jewell, p" IB) " 31

Business educators still have the same goal in mind today as they did twenty years ago--to prepare students to be job ready--but the methods and procedures used today are different because of the rapid. changes which have taken place in the office environment during the past twenty years (Kisor, p. 5). Business and industry are looking to education to provid.e skilled people to operate the equipment, so that they d.o not need. to spend valuabre time and money in training (Bearg, p" Z) " while it is of utmost importance for business educators to keep abreast of changes in busi-ness in order to keep teaching meihods and techniques current, it is sometimes dif f icult to d.o so. Joanne Kisor cited the following reasons in her study why business educators are ',behi_nd the times" (Ki-sorr pp " 6-7) . 1" Educators work in schools, not offices. rt is difficult t,o keep abreast of changes in an environment in which you do not work. 2. Schools do not have the money to enable educators to become trained ón new equipment or to buy or lease new equipment. 3 " The research and. Iiterature written about . word. processing has been limited both in breadth and depth. rt has not given educators a clear idea of what is going oñ in the word processing field" 4" T!" rapidity and diversity of technot-ogical advancements in the word þrocessing field creates a fluctuating bod.y of knowledge that is difficult to assimilate both for bùsiness and education personnel. 32

Educators can utirize these guiderines to prepare a course of stud.y appropriate for the preparation of high school business and office education programs. Kisor's suggestions are: 1. Develop programs to help students plan career goa1s. 2" Offer new courses which reflect employment job needs and potential of students " 3" Concentrate on problem-solving activities, analyzing work, and planning a better way to do work" 4. Develop greater keyboarding skills, emphasize speed " 5" strengthen oral and written communication skills" 6" Develop keyboarding skills from handwritten and rough-d.raft copy. 7 " Insist on higher standard.s" Students must learn that they are responsible for both quality and quantit.y. 8" Teach the basics of the use of the computer. 9 " Develop high skil1 in machine transcription. 10. Introduce students to the notion of job commitment and a fair day's work for a fair day's pay. 11. strengthen 3 R's, particularly writi-ng and reading. some of the changes suggested by a review of the rerated literature for an information/word processing course of study include (Kj-sor, p" 17) : 33

1" New technique emphasis in typewriting" 2" More machine transcripti-on practice " 3. More emphasis on writing skills and a wid.er range of writing skills. 4" Office simulation or work experience, providing greater understanding of information/word processing systems and. procedures" 5. Development of programs to help students plan ca-reer goals Powell¡s study indicated a common core of subject matter should be included for alr secondary students all secretarial programs shourd incrude information and guidance on information/word processing concepts, but trainj-ng on magnetic-media typewriters in school was not considered essential " He also recommended that greater emphasis be gi-ven to English grammar, spe11irg, proper attitudes toward work, ability to get along with others, and excellence in all secretarial skills (Bearg, p" 9) " Ruth Anderson, in a study on word processing, stated. the minimum curriculum should incrude a unit on information/word processing in other business courses such as office procedures " Teaching machine transcription to produce an acceptable quality and quantity of work is basic to preparing students for information/word processing employment (p" 13 ) " Bearg proposes changes in teaching typewritirg, teaching dictation and compositj-on along with machine transcription, basic English and granmar skilrs, and. information/word processing terminology, concepts, and. 34

history " She suggests field trips to information/word process j-ng centers, demonstrations from equipment manufacturers r guest speakers, and. films as means of provi-ding the necessary information (p. L4l " Keyboarding skills and typing speed are more important than in -the past" Although accuracy ís stil1 important, strikeover capabilities have also become important (Kisor, p. 16)" Employers are willing to provide on-the-job informatj-on/word processing training in the use of word processing equipment if the employees have a background 1n the basj-c office skills and. are prepared. for changing assignments and procedures (Kisor, p. 16) " ' vtord processing equipment is a very high cost item for schools" Hardware/equipment becomes obsorete very quickly leaving students t.o practice on outdated equipmenL. Education cannot afford to focus training on specific equipment " Bearg's study reveared a list of skills, knowredges, and attitudes that schools on a limited budget should teach

(p" 251 , 1" English" 2" Typewriti-ng--speed and accuracy. 3" Word processing--concepts and terminology. 4" l4achine transcription--proofreadirg, editing, formatting. 5" Adaptabilit,y and. willingness to work. (getting 6" Productivity the job done) " 7 " Human a public relations" 35

Kisor surveyed managers in her study who 1isted. the following as "very important" skirrs necessary to enter an entry-level position in the word processing field (pp. g- 10): 1. Ability to proofread. 2" Knowledge of grammar. 3 " Accuracy in t.yping 4. Setting priorities on work. 5. Management of time" 6. Good business attitude" Business educators often ask whether the skills they are teaching are still relevant. powell's list of previousry important traditional skills that are no longer considered critical included (Kisor, p. 10): 1" Filing. 2" Use of office machines" 3" Logging information" 4" Use of shorthand. 5" Shorthand transcription" 6 " I4ai1 handling "

4" Need For Teachers To Keep Updated In Their Training

Business educators need. to be aware of the present and. future office in order to be effective educators preparing effectj-ve and job-ready students. Rosanne Reiff, in a study on entry-level job qualifications and employee attitud.es, j-ndicated that the majority of business educators are not familiar with the concept of word processing. 36

nita Kutie's study on an analysis of job d.imensions of word processing secretaries and traditional secretaries, correlatj-ng the job dimensions with job satisfaction, indicated business educators shourd be aware of the changing nature of office work. of the group that is familiar with the concept of word processing, most do not teach the skilrs per se; sma1l segment teaches. one or more of the environmental concepts (AIlred, p. 27).

There must be a careful assessment by business and. office occupations teachers of changes whj-ch need to be made in the curriculum to keep pace with the business worId.. word processing and office automation present a charlenge to teachers to produce students who can function efficiently in the traditional office as well as adapt to new systems being impremented in the business offices currently. whether we like it or not, change is inevitable (Bearg, p. 2) " WilLiam Baker's study ind.icated business educators face several problems in meeting the challenge of change (Bearg, pp. 12-13). Bearg identified four of these problems: 1" Learning about the technology can be difficult. 2" Adjusting established curricula presents problems. 3. Acquiring new technology introduces financial problems. 4" Teaching materials are limited during early years. Bearg's study showed a consensus that business educators need to evaluate their programs to determine if the skills being d.eveloped are those needed on the job now and in the future (p" 15). 37 rt is important ihat business educators are a\{are of the various types of word processing equipment in use today in order that an effort might be made to duplicate such equipment for instructional purposes (Jewell, p" l3) " Derta Pi Epsilon's National study of word processing cited a study by Bragg comparing major task requirements of word processing/ad.ministratj-ve support personnel. Bragg concluded that training word processing personnel on equipment. seemed to be a function of on-the-job training. She recommended that business teachers provide instructional experiences and activities to acquaint students with word processing terminology, equipment, and tasks" she thought emphasis should. be praced on interpersonal relations. Also, she believed that teachers should. maintain close workj_ng relationships wíth managers, supervisors, and office workers j-nvolved in word. processing (National Study, Delta pi Epsilon, p" 31).

Information/Word processing Curriculums in -E;d.ucatl_on at the Secondary Leve1

fnformation/word processing curriculum outrines were received by the researcher from provincial business education consurtants. (some course outlines were in the experimental or pilot. stages therefore subject to later revision) " Those outlines which were being used at the secondary level in canadian schools are summarized berow. 3B Newfoundland reported not to have a separate information/word processing' course in the public system" Students in this province \¡¡ere introduced to information/word processing equipment by having them work through the manual accompanying the equipment followed by practice from the typewriting textbook. An information/word

processing pilot pro j ect r¡/as being introduced in some

schools " Students wishing to receive intense

information/word processing trainj-ng enrolled in a vocatj-onal school upon completion of the high schoor program. The curriculum for the pilot project appears in Appendix B"

Nova Scotia and New Brunswick offered. a unit on j-nformation/word processing which v/as intended to be integrated into other business education courses such as office procedures and typewriting" A small number of schools v¡ere teaching a separate course in information/word processing but most schools were integratíng information/word processing concepts and applications into other courses " Most teachers of the advanced typewriting and o'ffice procedures courses were teaching information/word processing on an acquaintanceship level- because of equipment constraints " The Nova Scotia curriculum outline for the information/word processing unit. appears in Appendix D. 39

Prince Edward. Island, euebec, and Ontario \^/ere conducting information/word processing pilot projects using preriminary curricurum documentation" some schools in these provinces vTere integrating information/word processing concepts and applications into other business education courses. curriculum outrines for the information/word

processing pilot projects appear in Appendices C, E, F respectively. Manitoba included information/word processing in the curriculum as a component of the office procedures and. d.ata processing grade 12 courses, however it was also integrated into other business education courses such as typewriting in some schools. The informati.on/word. processi-ng curriculum outline excerpts from office procedures and data processing

302 appear in Appendix G" saskatchewan did not incrude information/word processing in the curriculum, but a number of teachers were teaching it in typewriting and offi-ce procedures. Curriculum outline excerpts from the interim edition of the computer applj-cation and computer science guide appear in ePPendix H" ,,r-t-.*rfu"j.u -) Alberta +ras-eeaeh.i.ng*: information/word processing as part of the intermedj-ate and senj-or typewriting pr.ograms -.' until the fal1 of 1984 ar which rime a separare Ï;;;¿¿ in information/word processing' was available" 40

The information/word processing mod.ule (module 5 ) from office procedures and the modules (modules L4 and. 15) from optional business education appear in Appendix I " British Columbia was teaching information/word processr-ng as part of office procedures, grades 11 and L2 as well as part of business communications grade L2. Following are the program objectives of the Jefferson college word processing program as they appeared in the Business Education FORUM (April, Igg4, p" L7) " The word processing program at Jefferson college in Hj_llsboro, Ivlissourj-, \,ras one of the 1983 winners of u"s. secretary of Education T. H" Be11's annual secretary's Awards for Outstand.ing Vocational Educational prog:rams " The award.s, which \ázere estabrished. in 1991, are given every fall to one outstanding career program in each of the ten regj-ons of the U.S" Department of Education (Mann, p. 16)" 1. To present to students the broad concepts of word/information processing as thesè concepts relate to office functions. 2" To provide students with background information and realistic applications of the input, output, distrubtion, storage, and reprographics phasãs of word/informatioñ processiig. - 3 " To de f j-ne career paths , j ob functions , j ob descriptions, and skilLs required for emerging career paths in word/information processing. 4" To emphasize the necessity for d.evelopment of professionalism and continuar growth ior students to obtain and develop successful careers in the office environment. 5 " To assist students in d.eveloping entry-level skills with the potential for managemãnt positions j-n the word/information processing field. 4I

This stud.y reviewed a proposed course outline d.eveloped by Bearg in her study" Bearg listed and described the goals' specific objectives, outline of a course, topics, teaching procedures, equipment training and an evaluation plan" The course outline appears in Appendix J"

Summary

This chapter reviewed riterature to establish guidelines to determine the development of information/word processing education at the second.ary level in canadian public schools " Literature reviewed was of both canadian and united states origin adding a greater dimension of comparison in establishing a curriculum assessment of information/word processing education in Canada" The guidelines used included establishing the need to teach business education as well as information/word. processLng, determining employee requirements IN informatj-on/word processing j_n order to establ j_sh an ad.equate curriculum outline to prepare adequatery trained graduates for job-entry" Finally, it was important to review the training of business educators in information/word processing to determine their read.iness to adapt to change in the curricuLum" 42

Nine major theses hTere' reviewed as welr as numerous articles and. journals, and. texts were used in the review of literature.

curriculums from British corumbia and New Brunswick \^rere not available therefore they d.o not appear in the append.j-ces. Information was received about curriculum in these provinces from respondents and in British columbia also from the business education consultant in the Vancouver region " CHAPTER IT]

PROCEDURES

Introduction

The problem of this study v/as to identify the development and current status of information/word processing education at the secondary revel in selected

Canadian public schools "

The Development of the Studv Topic

The selection of the study topic was determined by the researcher folrowing much stud.y and discussion with the researcher's professor and colleagues " such study included uníversity courses in word processing--both theory and hands-on experience. Theory topics involved a stud.y of the history of word processirg, hardware and software available, training of word processing operators, the future of word processing as well as other selected journar articles d.ealing with word processing" courses invorving hands-on experience utilized lvordpro 4 as the word processing package on Commodore microcomputers"

43 44 Through study in word processing, the researcher d.eveloped a concern for word processing in education and. expressed. interest in pursuing additional studies in information/word processing. Upon consultation with Dr" Porozny, the study advisor, possible topics of research in information/word processing were developed and consent was grante-d to do further research and to prepare a proposal for a course of study"

A preliminary proposal was presented. to Dr. porozny and discussion developed a more precise t.opic. The proposal was revised and presented at a faculty graduate seminar in November,1983. Faculty and grad.uate students from the university of Manitoba as welr as representatives from the business and government sector attended and. participated in the seminar. The participants at the seminar submitted wrítten suggestions and recommendations to further define the topic and to state the problem" Recommendations received at the seminar T¡/ere considered and a revised proposal prepared in December, 1983. The proposal was presented to the fulr committee and accepted in

March', L984 " 45 Selection of Participants

Letters vüere sent to sixteen universities across Canada offering business teacher education programs requesting course outlines and names of business teacher educators invorved in teaching information/word processing. The Canadlan Ed.ucatj-on Association Handbook (CEA) \^¡as used to rocate addresses of universi-ties known to offer business teacher education. Twelve universities sti11 offered the program while four did. not" This correspondence began in January, L984. Follow-up letters were sent in February, 1984 " Thank you letters were sent to all twelve responding universities for their participation. Letters to universities appear in Append.ix K" Letters v¡ere mailed to business education consultants in each canadian province " correspondence \,vas initiated in February, L984" Seventeen letters were sent. Thank you letters were sent to the sj-xteen consultants having replied to the researcher's request to obtain business education curriculums from each province as well as names of business educators involved in teaching information/word processing. Letters to business education consult,ants appear in Appendix L" 46 The Research Questionnaire Instrument

The research instrument--a preliminary questionnaire-- was d.eveloped in Februãty, 1984. A pilot committee was selected to evaluate the questionnaj-re as well as to issue suggestions for clarification and refinement of the questi_onnaire" The committee consisted of five members, Joyce Hay, Lea l4anse11, Bonnie Rigaux, EIsie Solar, and Norman Stilkowski, all experienced Manj-toba business education teachers, enrolled in or having completed a masters program. All members of the pilot committee had also studied information/word processing/office automation at the Facurty of Education, The university of Mani-toba" The preliminary questionnaire was sent to the pilot committee in March, L984" Thank you letters \^¡ere sent to all five members for their replies and participation in the pilot committee. correspondence with the pilot committee appears in Appendix M. The feedback received from the pirot committee v/as. discussed with Dr" Porozny and Miss Dryden, and suggestj_ons made were used in the final instrument" A final revised copy of the research questionnaire instrument was developed and. reproduced for mailing to business educators across Canada. The questionnaire consisted of four pages divided into four sections. These sections v¡ere categorized by topic--equipment, curriculum, prerequisites required by students and adequacy of student 47 training, and business teacher education" The questj-onnaire was further divided into types of business ed.ucators--those currently teaching infor'mation/word processing and those not currently teachi-ng information/word processing. Each section allowed for respondents to comment and state their opinion and concerns. AII questionnaires lvere numbered and each business educator was given a corresponding number in order to identify the questionnaire by province" Arl names of business educators lvere kept confidentiar" A copy of the questionnaire instrument appears in Append.ix N. Letters were sent in April, L9g4 to superintendents of school divisions to request additionar names of business educators " Information regarding names and addresses of school divisions and superintendents hras obtained from the

CEA Hand.book" Additional names of business ed.ucators \^/ere received from superintendentsr princj-pars of schools, and business directors" some of these names were alread.y on the researcher's list of business educators, however, some v/ere new names" Letters appear in Appendix O"

A list of names and. addresses of business ed.ucators was compiled using the information received from universities, business education consul-tants, superintend.ents, department heads, business dj-rectors, and principals. The names received v/ere business educators who had. or were currently teaching information/word processing or \A/ere involved in some aspect of information/word processi-ng education. 48 Questionnaires were sent'to business educators on the list compiled by the researcher. rnitiar mailj_ng began in

Apri1, L984. A stamped, self -add.ressed envelope was encrosed with the questionnaire along with a covering letter. A copy of the covering letter appears in Appendix p" Questionnaires were mailed to business educators in

May, 1984. One follow-up questionnaire, includ.ing a stamped, self-add.ressed envelope and letter, was sent to each business educator who had not returned the initial questionnaire. The deadline date for receipt of questionnai-res \Â/as April, 1985. A total of three hundred eighty-two business educators were contacted by questionnaire as part of the survey" A total of three hundred seventeen questionnaires or eighty-three percent were completed and returned by business educators. upon receipt of each questionnaire, the researcher coded each form according to province in ord.er to taburate results by province. A f inar letter of appreciation \Á¡as sent to aLl university business teacher education departments, business education consultants, superintendents, d.epartment head.s, business directors, and pri-ncipals " Letters appear in

Appendix O" CHAPTER TV

FINDTNGS

Introduction

- This chapter contains the responses received. from business educators who participated. in this stud.y. Responses to the questionnaire instrument established two categories of respondents--those currently teaching information/word processing and those not teaching j-nformation/word processing. The first group of respondents were asked. to respond to the entire questionnaire while those who \^/ere not teaching informatj-on/word processing c.ompleted onry the section on business teacher education. The first section on the questionnaj-re instrument asked respondents about curriculum in information/word processing education " The second section of questions on the questionnaire instrument asked about hardware/equipment and proced.ures of teaching informatj-on/word processing.

49 50

section three asked respondents to comment on pre- requisites required by students and the adequacy of student

training " The fourth section asked. respondents to comment about the education and knowledge of busj-ness educators in j-ng information/word process " Table I i-ndicates that three hundred eighty-two questionnaires were sent and three hundred seventeen replies \,vere received. The rate of return varied from 672 to r00? with an overall return of g3a" The researcher surveyed one hund.red twenty-three (3ZZ of aIl respond.ents ) Manitoba business educators to place emphasis on Manitoba"

1" The f irst question asked particj_pants , ', Do you teach information/word processing?" Responses are summarized in Table 2" Two hundred thirty-nine (7SZ) of the three hundred seventeen respondents d^id teach information/word processing. Nearly all ontario respondents taught information/word proceissing--nj-net,y-eight percent said "yes" they did while more than one-half of New Brunswick respond.ents (54?) and nearly one-half of Saskatchewan respondents (422) said they did not teach information/word processing. 2" Respondents were asked., "In which subject(s) do you teach information/word processing?" Responses to this question are summarized in Tabre 3 which indicated. that atl_ provinces in canada were teaching information/word processing to some extent whether by inclusion in an 51

TABLE 1

NUI4BER OF CANADIAN SECONDARY BUSTNESS EDUCATION TEACHERS WHO PARTTCIPATED IN THIS STUDY

PER QUESTTONNAIRES REPLIES CENT PROVTNCE SENT RECETVED RETURNED

Newfoundland. (NF) L4 10 7I

Prince Edward Island (PE) 11 11 100 (NS) Nova Scotia 27 24 B9

New Brunswj-ck (NB) 39 37 95 (PQ) Quebec 2B 24 86

Ontario (ON) 77 54 70

Manitoba (MB) L23 108 88

Saskatchewan (SK) l4 L2 86

Alberta (AB) 22 19 86

British Columbia (BC) 27 18 67

TOTAL 382 3I7 83 TABLE 2

SECONDARY BUSINISS ;DUCATORS TEACHiNG INFORMATION/ t¡¡0RD PROCESSING

NF PE NS NB PQ ON t4B SK A8 BC CAN ADA

N0. N0. N0" N0. N0. N0" N0. N0. /o N0. N0" N0.

!.lere Teaching Info/H.P. 90 64 19 79 17 46 23 96 53 9B 79 73 58 16 84 .50 239 75 tn Were Not Teaching N) Inf o/i^t. P. 10 36 2t 20 54 29 27 42 16 50 70 25

TOTAL 10 100 11 100 24 100 37 100 24 100 54 100 108 100 l2 100 19 100 18 100 317 100 53

existing business subject (e"g. office proced.ures) or as a separate subject" TabLe 3 indicates that many busj-ness educators were following the route of integrating word processing concepts and. equipment into their senior secretarial courses" Table 3 tists the identified business

subjects where information/word processing was taught as a component " Two hundred respondents (442) ind.icated information/word. processing concepts were taught in office procedures courses. Another subject used to integrate information/word processing v/as typewriting--13 7 or 2gz " Data processing and shorthand !üere two other subjects integrated with information/word processing. T$/enty-seven business educators indicated that they did teach information/word processing as a separate course or unit/module. These business educators \¡/ere from the forlowing provinces: Nova scotia (2), Nehr Brunswick (B), Quebec, (1), Ontario (11), Manitoba (3), Alberta (1),

British Columbia (1) " TABLT 3

iNFORÍÍATION/WORD PROCISSING TAUGHI AS A COMPONENT OF ANOTHER BUSINESS SUBJECT

NF PE NS N8 PQ ON I'l B SK AB BC CANADA

N0. N0. N0. N0. N0. N0. N0. N0. N0. N0. N0.

0fÊi ce Pnocedunes 30 13 11 37 1B 22 42 66 59 72 45 30 26 60 200 44

Typewriting 50 20 13 44 24 T7 33 2t t9 50 31 60 13 37 60 t37 30 Data Pnocessing 29 t1 14 12 31 19 11 64 L4 Shorthand ul 11 I 19 È

Computen Litenacy ô0 9 Accounting 9 5 Computer Pnocessing I \ 0ther* 20 l3 1B l0 ô 19

IOIAL 10 100 15 100 30 100 100 t7 52 100 Itz 100 1 100 61 10 100 35 100 15 100 457 100

*0then subjects in which information/word pnocessing r.as a component were: Business communication Eusiness computer Programming - r, Business computen 0peraton r, - l, Eusiness English 1, Business Machines - - - l, Business llath/l,lord processing clerr^k computer Applications * 1, comp'rter Awareness - l, l:ypist - 2, - 1, computer Education and 0ffice Technology 3, computer ExpIor'ation of Business - r, Informatics - science - l, - l, Law - r, Notetaking - r, 0ffice Hanagement _ l 55

3. Respondents \,r/ere asked, "what prerequisite skills do you expect students to have prior to enrollj_ng in and studying information/word processing?" Table 4 lists the subjects considered to be pre- requisites by business educators for stud.ents in information/word processing.

¡4ore than three-quarters of the respond.ents (7 ge") consid.ered t.yping to be a requirement for stud.ying information/word processing. These business educators indicated that a minimum typing speed of 30 words per minute \Á/aS necessary to attain adequate training in

information/word processing and. 4s words per minutes v/as preferable upon entering an information/word processing

course "

Business educators indicated. office procedures as a prerequisite skill prior to enrorling in and. studying information/word processing, however, such educators

indicated that office procedures could be either a prerequisite or co-requisite. Schools that offered two levers of office procedures--grades eleven and twerve-- considèred the grad.e ereven course as the prerequisite and the grade twelve course as the co-requisj-te to enrolment in information/word processing. onry r0s of the respondents considered English to be a prerequisite to studying information/word process ing " 56

Business educators consid.ered. a business attitude to be important for students to stud.y information/word processing. Business educators felt stud.ents preparing for the business worrd needed to have a business attitud.e--take pride in their work, cooperate with others, and be on time. TABLT 4

STUDTNT PREREQUISiTE SKILLS/COURSTS REQUTRED FOR rNFORi,IATr0N/ ï,JORD PROCESSING

NF PE NS NB PO ON 14B SK AB BC CA NA DA

N0. l'¡0. N0. N0. N0. N0. N0. N0. N0. N0. N0.

Typewriting 64 50 17 94 l4 64 21 81 4B 83 87 80 78 15 BB 78 227 i9

English 22 50 T4 2 ll r0 22 t2 27 10

0ffice Procedunes 15 JI (¡ 22 12 \¡

0then* t4 18 Ê J 20

TOTAL 14 100 100 18 100 22 100 26 100 58 100 109 100 100 17 100 100 286 100

*Accounting - 5, Communications Data - 5, Processing - 4, Computen Awareness _ 4, Math _ l, Business Attitude - 1 58

4 " Respond.ents were asked tt rn teaching information/word processing, do you teach theory/concepts and/or hands-on equipment/hardware?,' Tab1e 5 indj-cates about four-f if ths (7 gZ) of the respondents who \^rere teaching information/word. processing lvere teaching theory/concepts. Table 6 indicates that nearry 1o0? of the respondents used a hands-on approach. Respondents generally responded "yes" to the question of teaching theory/concepts, the lowest percentage being euebec (69?). Nearly all (98å) of the respondents replied positivery to the question of using a hands-on approach" rt would appear, therefore, from Table 6, that stud.ents enrorled in busj-ness education courses at the secondary lever in canada are receiving hand.s-on hardware/equipment training to some extent almost without exception. seventy-nine percent of business ed.ucators surveyed were teaching both theory/concepts and hands-on hard.ware/equipment " 5. Canadian secondary business ed.ucation teachers were asked to respond to, "what type of equipment and how many of each d.o you use?" Respondents were asked to select from three groupings: dedicated/stand-a1one word processor, microcomputer, and peripheral equipment. Table 7 indicates the number of ded.icated word processors and mj-crocomputers used in canad.ian secondary business education programs offering instruction in information/word processing. The information indicates that 59

flfteen percent of the equi-pment was dedicated word processing equipment while over three-quarters of the equipment used hrere microcomputers " Ït appears that almost without exception provinces vrere using microcomputers in the majority of hands-on hardware/equipment training. The three more populous provinces---British columbia, ontario, and euebec--seemingly had a greater percentage of dedicated word. processing equipment. The reason for this might well be attributed. to such provinces having larger schools due to greater population clusters thus being able to purchase more specialized equipment Quebec stated. that over one-quarter (2g|l of the equipment was dedicated while British columbia indicated over one-third. (39?) of the equipment as dedicated and

Ontario reported. that one-half (44*"¡ of the equipment was dedicated word processing equipment. Table I shows Ontario using a high percentage of dedicated word processors compared. to other provinces--167 machines or 61? of the total hard.ware/equipment listed for canada. Quebec used 39 d.edicated. word processors, Alberta used 32 and British columbi-a used 23 ded.icated. word. processors in the teaching of information/word processing. The two most frequently used types of ded.icated. word processors were AES and Micom whil_e Burroughs and olivetti were third" TABLE 5

SECONDARY SUSINESS EDUCATO¡ìS INCORPORATING THE0RY/CONCEPTS 0F INFORMATION/WORD PROCTSSING IN THEIR TEACHING

NF PE NS NB PO ON I'tB SK AB BC C11NADA

N0. N0" N0. N0. N0. N0. N0. N0. N0. N0. N0.

Di d Teach Theory/Concepts B9 8ô 15 79 14 B2 16 69 44 83 Or 62 78 43 U1 BB 89 r90 79 o

Did Not Ieach Theory/Concepts 1l L2 13 11 l4 11 26 11

No Response 14 lô 22 57 23 10

TOTAL 100 100 l9 100 L7 100 23 100 53 100 79 100 100 l6 100 100 239 100 TABLE 6

SECONDARY BUSINESS TIACHERS blHO UTILIZE HANDS-ON HARDWART/ÊQUIPMENT IN TTACHING I NFORMATI ON/I.IORD PROCTSS I NG

NF PE NS N8 PQ ON [1B SK AB BC CANADA

N0. N0" N0. N0. N0. N0" N0. N0. N0. N0. N0.

Di d T each Han ds-0n Hardware/Equipment 100 7 100 100 19 17 100 23 100 53 100 96 100 100 98 16 9 100 236 Or ts Did Not Ieach Hands-0n Hardware/Equipment 23 21 No Response 11 11 iOIAL 100 100 l9 100 17 100 23 100 100 53 79 100 7 t00 r6 100 100 239 100 TABLE 7

NUMBER OF TQUIPMÈNT UTILiZÈD ßY STCONDARY SUSINESS TEACHERS IN iiq;rtiNG I NF0RMAT I 0N/WORD Pit0Cr.SS I Nc

NF PI NS NB PQ 0f'l 14B SK AB BC C AN ADA

N0" N0. N0" N0. N0. N0. N0. /ô N0. N0. N0. N0.

llicnocomputers 21 96 r28 63 99 98 292 100 94 71 209 56 358 98 40 100 241 88 36 61 1482 B5 Or NJ Dedicated liond Processons 38 2g 167 44 7 32 L2 23 39 212 ls

TOÏAL EOUIPl'1ENT 22 100 64 100 l3l 100 292 100 132 100 376 100 365 100 40 100 273 100 59 100 1754 100 TABLE B

DEDICATED WORD PROCTSSING EQUiPMENT UTILIZED IN THT TTACHING OF iNFOIìI4ATION/ [,J0RD PR0CTSSING

NF PE NS NB PO ON filB SK AB BC CA NA DA

N0. N0" N0. N0. N0. N0. N0. N0. N0. N0. N0.

AES 70 10 96 Micom B2 Q'

Burroughs ta 31 0Iivetti (,ot 26 3i IBl'l Dispìaywriter 11 AB Dick

Xenox

[,r/ang

Canon

0l ympi a

Zenith

T OTAL 39 167 32 23 272 64

Table 9 lists the four major makes/mod.els of mi-crocomputers being used in the teaching of informatj-on/word processing " Nearly two-thj_rds of the equipment (60?) were Commodore mi_crocomputers while less than one-fifth (19?) of the equipment were Apple microcomputers. Eleven percent were equipment made by the Tandy Corp_oration with only 3Z from IBM.

Prince Edward rsland used exclusively commodore microcomputers in the teaching of information/word processing with New Brunswick indicating g6z and Alberta reportj-ng 84e" of their microcomputers as commodore" British columbia indicated only 19i! of their microcomputers were commodore" The microcomputers identj-fied by New Brunswick respondents \¡/ere also all commod.ore machj-nes, arthough twenty-three machines were not specj-fied as to make and model.

saskatchewan respondents indicated the use of Appre microcomputers as the only hardware being used. in the teaching of information/word. processing but ontario reported onry 7eo of microcomputers as Apple. Appendix R contaj_ns tables showing the number and type of microcomputers by province " TABLI 9

TYPES OF MICROCOIÍPUTERS UTILIZED IN THT TEACHING OF fNFORI\'IATION/ t,l0¡?D PROCESSING

NF PE NS NB PO ON I\lB SK AB BC CA NADA

Comn¡odone 8032 16 l0 ô5 i 41 35 65 243 Commodore t7 3 l5 60 93 Commodore 188 Pet 7 l0 21 I 78 32 19 176 Commodone Superpet 13 2 78 1 I 25 Commodore aç t27 64 2 31 t4 I 93 Superpet 9000 74 74 Commodore 4032 I o

Total. Commodone c'-r 63 60 269 49 131 (tt t28 202 7 909 100% 47% 869¿ 4l% 632 36% 84u 19% 6Q%

Apple e I / 33 15 63 30 21 4 175 Apple 2 22 10 10 44 Apple plus 10 12 1B 42 l'lacintosh 18 IB

Total Apple 63 11 l5 97 40 39 l4 279 49% 10/ tlz 27% r00% t62 39% r8z TABLE 9 (cont'inued )

NF PE NS NB P8 ON HB SK AB BC CA NADA

TRS-80 ltlodel 3 16 22 45 TRS-BO o+ 6 61 67 TRS-80 l¡lodel 4 ¿ 16 19

Iotal TRS-80 i I 16 30 122 170 5% 0z t5% 1t+% 34% tt%

IB14 PC 21 t0 iBH PC JR 34 12 L2 IBi{ 5151 Ot 4 Ot

Iotaì IBI'l 4 I 33 2 10 50 r9% 0% t6z 0% 2B% 3Z

0ther t'lakes/l'lodelsx 16 3 23 25 9 q 76z B1 3% l/o 24% 3% l4% 6% filake/l.lode I Not Indicated 1 23 3 2 29 ?o/ 0"Á 7% 0% l/o i OTAL 21 63 129 315 104 209 360 40 241 36 15lB 100% r00:z t00z 100% 100% l00z 100% r00% 100% 100% r00z

*0ther makes/models listed in onden of quantity: Keron 820, xerox Pnotessionar computer, cemcorp IC0N, 0lympia, Franklin Northstar,0Iivetti, 67

Table 10 shows that the majority--one hundred. two (58?) --of the respondents did not specify the type of printer used in the teaching of information/word. processing. Tabre 11 indicates the majority of disk drives used were single drives--approxi-mately r2z of the disk drives used were duo disk drives

Tabie 12 lists the other peripheral equipment used by business educators i_n the teaching of information/word processing " TABLE I O

PERIPHERAL EQUIPMTNT (PRITITERS) UTILIZTD BY SECONDARY BUS I NESS ¡:IJIJCA IÙ jIS I N THi TTACH I NG OF I NFORÍ IATI ON/I.JORD PROCESSI NG

NF PE NS NB P0 ON l.,lB SK AB 8C CANADA

Pninterl 10 t5 36 16 102 Commodone I Line VII 9 7 Epson I ô Appl e 6 6 Dl\lP 210 I 3 5 Daisy !lheel 1 4 E 0l i vetti J 3 DI,JP 420 4 3 Dot lilatni x 4 2 Letter Quality J 1 Spinwriten 4 Or 2 æ Brother 3 Commodore Diablo 2 Letter Quality 8023P 2 Centronics 2 Commodore I 526 I Diablo 1 Gemini 1 LP VI I t;lannesmann Tally I t'lPP 1361 I

Qum e i Xerox I I

IOTAL 25 13 2L 75 IB r75

I filake/model not specified. TABLE I I

PERIPHIRAL EQUIPMTNT (DISK DRIVES) UTILIZED BY SECONDARY BUSINESS EDUCATORS IN THE TEACHING OF INFORMATI 0N/I¡J0RD PROCESSiNc

NF PE NS NB P0 ON filB SK AB BC C A NADA

N0. N0" N0. N0. N0. N0" N0. N0. N0. N0. N0.

Disk Dnive t4 34 l3 91 Duo Disk Drive t5 l6 Or cBt't 5050 \o 10 t0

Commodore 4040

Commodore 8050

1 530

Commodore I 541

Commodore Duo 8250

Commodore 203i

ÏOTAL t6 19 59 13 133 TABLE ] 2 pERIPHERAL tQUIPMENT (t4ISCELLANE0US) UTrLlZin 3Y STCONDARY BUSINISS EDUCATORS IN THE TTACHING OF i NFORMATI ON/ï,JORD PROCTSSI NG

NF PE NS NB PO ON 14B SK AB BC CANADA

Lanien Dictaphone 10

lluppet System

Cassette Dri ve \¡ o IBM Hard Disk

l'licnoshare System

Hayes l4odem

Network System 3

Print Buffer

TOTAL 25 7L 6" Respondents were asked, "rn your opinion, are the current graduating secondary level students adequately trained for job-entry in information/word processing?,, Table 13 indicates that 62s" of business educators consid'ered current graduating students to be inadequatety trained while only 2gz agreed with this statement" Nine percent did not respond. to this question. Respondents were asked to comment on thei-r responses. one major response referred to the limited time avairable to teach information/word processing concepts and ,,hands-on,, practice on equipment for students " seventy-five business educators considered the shortage of equipment to be a problem in teaching information/word processing and forty- one respondents stated. that the limited time availabre for hands-on practice was also a problem. Thj-rty-six business educators stated that because information/word processing was not as yet an. individual subject on the curriculum the concepts had to be integrated into another subject (e.g. office procedures) " This created another problem of deciding which concepts had. to be omitted. from the existing subjects in order to teach information/word processing concepts " other difficulties cited. by business educators about the current methods of teachj-ng information/word. processing includ'ed the type of equipment being used for hands-on trainíng. Respondents expressed a need. for use of d.edicated word processors in the classroom as opposed. Lo using only 72

microcomputers to teach information/word. processing. Business ed.ucators said students need to be exposed to several types of equipment to become job ready. Students enrolled in a full one-year course in information/word. processing were considered adequately trained for employment. Thirty-six business educators stated that basic information/word processing concepts taught \t/ere more benef icial to students than teaching specÍfics on a partícular piece of equipment--that transfer of knowledge would. and did take place if stud.ents und.erstood basic information/word processing concepts " rt was also noted that training for specific jobs should remain the task of the employer not the business educators but that students should come to employers with basic foundations werr est,ablished in information/word processing. Eleven business educators stated that some educators v/ere not adequatery trained to teach information/word processing and.. this resurted in students not receiving adequate training for job entry"

. Business educators did not only express concerns for students not receiving ad.equate trainÍng for job readiness but in contrast cited some observations of stud.ents being adequately traj-ned for job entry" Basic ranguage skills !ì/ere found to be defici-ent in graduating secondary level stud.ents by business educators teaching information/word processing thereby reducing the 73 job readj-ness of students" six respondents expressed the need to teach basic skills such as grammar, proofreading, and spelling" Another concern about equipment was the software being used id the classroom because students must be able to transfer knowledge to business/industry software from classroom software" Three respondents stated that business/industry software and software used in teaching information/word processing in school shourd be the same or have similar characteristics " The need for students to develop confidence and become job ready was a concern to business educators. Three educators suggested students be given d.irect job applications such as assignments as well be encouraged to do term papers and other school assignments from other subject areas on word processors in order to become fruent in the use of word processing equipment and its concepts " Some business educators who taught information/word processing as part of typewriting and offj-ce procedures with assi.gnments done on word processing equipment considered that method as adequate practice for students. In some provinces, business educators recej_ved favourable feedback from currently employed graduates who studied information/word processing in high school. Respondents reported that businesses employing these students indicated that the training offered at the secondary level was sufficient for job entry" TABLE I 3

ADÈQUACY 0F TRAINING ittctIVrD By curì¡ìtNT G|ìADUATING SÈCONDARY LEVEL STUDENTS FOR JOB.ENTRY IN I NFORMAT I0N/l,l0RD PROCESS I NG

NF PE NS NB PQ ON 11B SK AB BC C AN ADA

N0. N0" N0. N0. N0. N0. N0. N0. N0. N0. N0.

Adequate 22 29 42 35 13 18 34 13 16 7t ta 3l 44 66 \¡ È Not Adequate 56 57 42 10 59 19 83 30 57 56 7t 29 11 69 44 149 62

No Response 22 I4 16 6 12 21

Undecided 3

I OTAL 100 r00 19 100 L7 100 23 r00 53 100 79 100 r00 16 100 100 239 100 75

7 - Repries to the question, "rn your opinion, how can the curriculum for information/word processing education at the secondary lever be improved. to prepare students for the office of the future?" v/ere made by business ed.ucators. Numerous com¡nents \^/ere made but some of them did not reLate to the improvement of the curriculum. Those suggestions directly related to the secondary level curriculum are outlined below. Sixty-four business ed.ucators requested a curriculum which would allow sufficient time for hands-on training with specific on-the-job applications for students" Forty-four business educators suggested that to improve the curriculum for information/word processing it. needs to be clarified and a course outline developed specifically for information/word processing. The respondents pointed out that teachers of information/word processing v¡ere spending much time establishing course outlines on their own" Fourteen respond.ents indicated that along with a crear course outline in information/word processing teachers would find useful resource materials developed by the department of education" Resource materials listed included textbooks, workbooks, audio visual materials as well as lists of where to obtain such materials" 76 Three educators stated. a need. for a word processing task force to be established. such a task force shourd include a liaison from business and industry to specify business/industry requirements of graduates to be erigible for employment. lVork experience in automated offices as well as field trips to automated offices v/ere suggested by seven business educators as components of the curricul_um" Three business ed.ucators suggested information/word processing become a larger part of the entire business education program or part of other courses. Applications might be for assig.nments in typewriting or office procedures to be done on word processing equj_pment" Three business educators respond.ing to the study questionnaire stated that stud.ents grad.uating from secondary schools lacked ranguage ski11s. Respondents emphasized that students were particularry weak in grammar, spelri.g, and proofreading skills and suggested. the use of these skills more frequently in all subject areas 77

8. Respondents were asked, "Hov/ many years have you

taught information/word processing? "

Table L4 shows the majority of business educators (7gu ) have taught information/word processing a reratively short period of time--one to three years. Forty (L7Z) of the respondents had taught information/word processing from four

to six years , f our respondents ( 2 ? ) --from prince Ed.ward rsland, Quebec, and Manitoba--had taught this subject seven to nine years and only three (1?) business educators--from Prince Edward. rsland and New Brunswick--had. taught information/word processing more than nine years. !'l-ve respondents did not reply to this question. TABLE I4

NUMBER OF YEARS STCONDAIìY BUSINESS EDUCATORS HAVE TAUGHT INFO¡ìI4ATION/ t^'lO¡ìD PROCTSSING

NF PE NS NB PO ON t4B SK AB BC C AN ADA

N0. N0. N0. N0" N0" N0. N0. N0. N0. /o N0- N0.

1-3 100 58 17 89 15 88 16 69 31 5B 73 92 100 l0 63 56 187 78

4-6 14 1l 22 20 3B \¡ 0 31 45 40 17 @

7-9 T4 4 l'lore than 9 t4 t2 J No Response JE

TOTAL 100 100 l9 100 I1 100 23 100 53 100 79 100 100 16 100 100 239 100 79

9. Respond.ents lvere asked, "How d.id. you attain your present knowledge of information/word processing?,, The following categories were listed. on the questJ_onnaire instrument: formal courses taken during teacher education, self-study, in-service, education journars and magazines, colleagues / clubs as / sociations , conferences / presentations / displays, -manufacturerr s representatives/vendors, and. other. Tabre 15 shows several methods other than those categories stated above risted by business educators to obtain their present. knowledge of information/word processing. These methods tvere: courses such as summer/evening/community college/business college/non-cred.it university, work experience, resource. materials, leave of absence, field trips, and student teaching" Formal courses refers to couïses taken during teacher education " In-services Iisted includ.ed workshops and sessr-ons such as busi-ness education conferences, one-day workshops by schoor divisions and facurty of education" colleagues, clubs arso includes associations " one such association to whi-ch business educators may belong is the Association of ïnformation systems professionars " Business educators commented that in-services and manufacturers representatives were most useful sources from which to obtai-n a working knowredge of information/word. processing" Another method risted as a high priority i_tem in obtaining knowredge of information/word. processing was material received at conferences " TABLE I 5

PROFESSIONAL DEVELOPMENT OF SECONDARY BUSiNTSS TDUCATORS TO OBTAIN KNOI,.JLEDGE OF I NFORI4ATI ON/I,IORD PROCESSI NG

NF PT NS NB PO ON t'tB SK A8 BC CANADA

N0" N0. N0. N0. N0. N0. N0. N0. /õ N0. N0. N0.

Self Study l4 10 25 ?0 19 25 22 20 26 4l l9 91 27 2B 16 26 t3 23 250 23

In-Service 23 10 22 21 25 22 l9 25 45 21 7B 23 15 11 t7 t4 225 21 Journals/f'lagazines l1 20 L2 T2 13 T2 t2 26 12 4ô 13 L2 10 14 136 13

Conferences 14 @ 15 18 t7 t7 t5 27 13 38 t1 IB 13 13 139 13 o I'lanufacturens/ Vendors t7 l3 11 11 t4 35 17 23 l3 10 IB 118 11 Fonmal Courses I4 10 18 )-) 10 81 Col leagues/CIubs 15 20 1? 1)

0therx 10 l4 49 No Knowledge 2

TOTAL 35 100 40 100 103 100 114 100 t6 100 214 100 339 100 33 100 62 100 56 r00 1072 100

*['lonk expenience, Summen counseso Evening courses, community college courses, univensity courses--othen than teachen education, Business college counses, Business math in cornputer s.iuncr, Non-credit university courses, Depantment of education support materials' Leave of absence--developed classnoom materials, automated offices Division course on stand alones, student teaching, Field tnips to BI

Colleagues, clubs also includes associations. One such association to which business educators may belong is the Association of Information Systems Professionals. Business educators commented that in-services and manufacturers representatives were most useful sources from which to obtain a working knowledge of information/word processing. Another method liste.d. as a high priority item in obtaining knowledge of information/word processing was material received at conferences. 82

10. Respondents were asked, "In your opinion, are business education teachers trained adequately to teach

information/word processing? " Table 16 indicates one hundred eighty-three (5BA) of the respondents surveyed consid.ered business educators not to be adequately trained to teach information/word processing while only sixty-one (194) considered the training of business educators adequate to teach information/word processing" Twenty-three percent of the respondents $/ere undecided. some respondents expressed the concern that they were not informed as to the trainj-ng of other educators and current teacher educatj-on programs and thus felt they could not respond positively or negatively" A reason gj-ven by business educators for inadequate training was a shortage of opportunities for teachers to train" Thirty-three teachers noted that formal courses were not available to them, especially in smaller towns and rural areas" These teachers also expressed the desire for methods courses to help them in teaching information/word processing " Thi-rty-one respondents noted that some business educators fear technology, therefore such educators have not taken the initiatíve to upgrade their qualifications. Respondents emphasized that curriculums did not specify t.he concepts business educators must teach and that educators therefore do not update their qualifications. 83

Twenty-eight respondents noted that business educators were not updated on happenings in automated. offices and. therefore could not adequately teach ínformation/word processing with a realistic approach. It was suggested that business educators also read current information on information/word processing to become better qualified on the subject"

Twenty-four respondents stated that in-services and. wor\shops did not adequately traj-n business educators to teach information/word processing" The training varied among respondents because there v/ere many training methods. These methods included. a one-day in-service, a one-week period of training given by the vendor of equ.j-pment purchased by the schoolr âs weIl.as self study" The reasons given for short training periods were related to insufficient tj-me availabre to teachers outside of regular teaching hours to study information/word processing" Seventeen respondents stated that business educators must be highly self-motivated and take the initiative to become adequately trained to teach information/word processing " Fifteen teachers expressed a concern that school divisions did not grant adequate leave time for teachers to become fluent in the operations of word processors. Many stated that they learned the process as they taught the concepts and functions of the equipment" 84

Twelve respondents who considered business educators to be tralned adequatery in the area of information/word processing specified those educators to be the recent graduates of teacher education programs Leaching updated concepts relating to the current business practices. However, respondents also noted that few of these recent graduates are currently employed by school divisj-ons" AIso, it was noted that not all teacher educaÈion programs have adequate training programs especially in the area regardi-ng sufficient and adequate equipment" A suggesti-on made by ten business educators to adequately traj-n teachers to teach information/word processing was to have experts from "reaI offices" educating teachers. Non-availability of resource materials was stated by four respondents as a reason for inadequate training for business educators who wished to gain training by means of self study" TABLE ì 6

ADÈQUACY OF TRAINING OF SICONDARY BUSINESS EDUCATORS TO TTACH INFORMATION/ I{ORD PROCTSSING

NF t: NS NB PQ ON lllB SK AB BC CANADA

N0. N0. N0. N0" N0. /o N0. N0. N0. N0. N0. N0.

Adequate l0 2l 16 21 18 33 t7 16 18 l6 17 61 19 @ tn

Not Adequate 90 t8 t4 58 24 65 l4 58 26 48 68 63 41 13 6B 44 183 5B

Undecided 73 21 19 2t 10 19 23 2l 41 1ô 39 73 23

I OIAL 10 100 1t 100 24 100 37 100 24 100 54 100 100 t0B 12 100 19 100 18 100 317 100 86

11" Respondents were asked, ',How can business teacher education be improved to educate teachers adequately to teach information/word processing?', Table L7 lists twenty-one suggestions cited by business educators as methods to improve teacher knowledge of information/word processing. Sixty-seven respondents expressed the need for

workshops consisting of intense traj-ning--not just a mere several hours after school hours. Teachers suggested several days of workshops on the same type of equipment as used in their school to apply training in the classroom. Fifty-seven business educators suggested uni-versity courses be made available with course content being developed by using input irom the business sector" A methods course was considered high priority" The need for adequately trained professors who could ans\¡/er problems experienced by teachers teaching information,/word processing was stated by some respondents" Respondents recommended qualified business educators, adequately trained in information/word processj-ng, should teach other business educators" The need to offer credit courses at several locations was expressed by respondents from some provinces. This need also inctuded correspondence programs offering information/word processing theory courses" 87

Thirty-one teachers suggested that they be allowed to take time away from teaching to obtain adequate training" such time was considered in terms of a leave of absence to obtaj-n work experience in

automated offices " Incentives and encouragement by school dj-visions and boards such as tuition fees paid for teachers by divisions would promote adequately

trained teachers " Summer and evening school courses offering sufficient hands-on training and exposure and practice on several dj-fferent types of equipment was suggested. by twenty-eight respond.ents as a means of retraining teachers currently teaching and 1acking in formal j-nformation/word processing training" Twenty-seven business educators stat,ed that an

information/word processing course should be a requirement for all current. graduating business

educators " A strong recommendation came from twenty-two business educators to circulate updated. information among' teachers " This would alLow for an exchange of ideas and sharing of problems and provide teachers with better teaching strategies.

Field trips to automated offices for one or more days and/or cooperative work programs for teachers in business was considered by twenty respondents as an excellent means of training teachers. Thj-s again 88

meant teachers would require some time a$/ay from regular classroom duties to participate in such an experJ-ence. Seven business educators commented that the g'overnment could improve the teaching of information/word. processing by increasing funding for equipment- so that educators could a1lot adequate time

for hands-on training for students " Business educators generally answered all questions. In some instances they did. not respond but this v¡as certainly a smaIl minority and in some cases business educators commented lrhy they could not respond. Such a case occurred in question ten asking respondents to identify business educators as to being adequately trained or not in information/word processi-ng" Some respondents indicated they could not respond "yes" or trrlorr because they were not famj-liar with the training of other busi_ness ed.ucators " Many comments were d.ocumented by respondents stating concerns and opLnr_ons regarding information/word processing education" comments are documented in Appendices S, T, 'tJ, and V" TABLE I 7

SUGGISTIONS FOR IMPROVTMENT OF THE EDUCATION OF SECONDARY BUSINESS EDUCATION TE.qCHERS

NF PT NS NB P0 ON t4B SK AB BC C A NADA

N0. N0" N0. N0. N0. N0. N0. N0. N0. N0. N0.

l,lorkshops J Ã I I t7 Univensity Cnedit Course 1B I 3 4 67 2 6 I 4 I 19 I Hands-on Tnaining 3 1 57 6 6 10 t4 2 I 1 Leave of Absence ¿ 2 40 4 4 t0 2 2 æ Equipment Training 2 Ã 3 31 3 2 1 \o l.lP Counse in Teacher Ed. I 2 I ao 2 ? 4 5 t Summen/Evening Course I 2 27 a 4 3 2 J Updated Information I 1 I 25 J 3 I 7 5 Field Trips to 0ffices 1 I 22 4 4 3 4 Upgnads Ieacher Qualifications 2 I 2 20 2 2 4 3 2 14ethods Course 2 2 19 ¿ 3 I a Classes at Various Locations 6 I I t7 Availability of l'latenials I L2 1 2 3 Ieacher Incentives 9 3 3 Increased Govennment Funding B 2 School Boards Encourage pD 7 3 Adequately Tnained professors 7 2 2 Curriculum Clanified 6 I t Business/School Liaison 5 2 I Associate leaching 4 Employ Qualified Ieachers I I CHAPTER V

suMMARy, CONCLUSIONS, AND RECO¡4MENDATIONS

Introduction

rnformation/word processing instruction is a new area in business education" Readers of this study must keep t.his fact in mind when interpreting the find.ings as portrayed in this study. The researcher surveyed 3gz business ed.ucators. of this number, 3r7 replies were received which constituted an eighty-three percent return" correspondence was sent to business teacher education institutj-ons, business education consultants, superintendents, business directors, principals, and business educators to obtain names of business educators teaching or involved ín information/word processing education, as well as to obtain curriculum requirements in business education and business teacher educati_on i-n each province " A pilot committee hras established to test the survey j-nstrument and to offer suggestions for improvement for maximum clarity and. efficiency" one follow-up letter was sent in each correspond.ence category as well as in the mailing of questionnaires to business educators.

90 91

Summary

The purpose of this study $/as to examine the d.evelopment and current status of informat j_on/word processing education at the secondary level j-n serected Canadian public schools. The findings of this study indicated information/word processing instruction is a recent add.ition to the business education curriculum" The sample consisted of 3L7 business educators " of thís number 239 were teaching information/word. processing"

Two hundred thirty-six business educators were using a hands-on approach in teachj-ng information/word. processing"

Hardware / Equipment I. Business educators taught information/word processing usj_ng a hands-on approach. Only three business educators from Manitoba did. not ind.icate using hands-on hardware/equipment in teaching information/word processing. AI1 business educators from the other nine provinces stated they dj-d use the hands-on approach indicating students enrorled in information/word processing . in Canada receive hands-on experience. 92

¿- Microcomputers represented the majority (g5%) of the equipment used. in teaching information/word processing" Of the L754 pieces of equipment used in teaching information/word processing only 272 (158) were d.edicated word processors. provinces having more populous cities and. largier schools indicated using a hi-gher number of dedicated word Processors (Ontario--167, euebec--39, Alberta--32, and British Columbia--23') " 3. commodore microcomputers vüere the most common (60?) microcomputers used in teaching information/word. processing. The other three major types of microcomputers used were Apple (18?), Tandy (11Z), and IBM (3å).

Curriculum

1" Information/word processing was taught as a component of other business subjects in all

provinces. of f ice procedures \^ras the most common (442) subject to be integrated with informat íon/

word processing and typewriting was second (3Oró) .

2" Information/word processing $/as taught as a separate subject or unit/module in some schools. Twenty-seven schools in seven provinces taught information/word processing as a separate unit. 3. Theory/concepts were taught by the majority (7ge") of business educators in teaching informat ion/ word processing" 93

Prerequisite Skills/Courses and Adequac of Trainin of Secondary Level Graduates 1. Prerequisite skiIls/courses required by students to study information/word. processing were typewriting (792), English (10?), and office procedures (42). 2" The majority of secondary level graduate students who studied information/word processing were considered to be inadequately trained for job entry in information/word processing. one hundred forty-nine (622) business educators ind.icated . students who graduated from high school v/ere not job ready in information/word processing" This high percentage can be attributed to the fact that information/word processing instruction is a new addition to the business education curricurum.

The sixty-six (29"-"1 business ed.ucators who indi-cated that stud.ents vrere adequately trained referred to the graduates who had a fulr year or a separate course in information/word processing.

Business leacher Ed.ucation 1" Business educators obtained. their knowled.ge of information/word processing primariry through self (232), study by attending in-services (2Iz) , reading journals and magazines (13?), and attending conferences (13?). Formal courses represented only eight percent of this training. 94

¿" Business educators were considered inadequately trained to teach information/word processing" One hundred eighty-three (5gZ) of the respondents considered business educators to be inadequately trained to teach information/word processing. Business educators have only recently been exposed to courses in information/word processing because this is a reratively new area. Business education, especially information/word. processing, is a fast changing field making it diffÍcurt for business educators to keep up with current information, trends, and, methodology" Business educators were honest and. critical in stating the inadequacy of their training to teach informat !on/ word processing because of this fact" Business educators are striving to attain perfection in their profession and must be commended for this" 3" Much is being done by business educators to meet the challenges of automation. Business educators suggested twenty-one ways (Tab1e L7) to increase their knowledge of information/word processing. Many business educators v/ere enrolled. in information/word processing courses, attend.ing in-services, workshops and conferences, and were reading current information about information/word

processing " 95

Conclusions

Hardware /Eguipment

Microcomputers \^/ere used by the majority of business educators teaching information/word processing" Students enrolled in information/word processing programs received only a minimum (if any) exposure to dedicated word processing hardware/equipment.

Curriculum

rnformation/word processing was taught as a component of other business education subjects in alr provinces" A few schools taught information/word processing as a separate course or unit/module in other business education subjects"

Pre isite Skills/Cours of Traini-n of Secondary Level Grad.uates Most business educators required students to have a knowledge of typewriting before studying information/word processing " The majority of secondary level graduate students were inadequatery trained for job entry in information/word processing. This occurrecl because informatj-on/word. processing is a nertr area in business educati-on and most students received onry a minimum of instructj_on about information/word processing as part of their other business ed.ucation subjects" 96

Business Teacher Education Business educators obtained their knowledge of information/word processing primarily through v/ays other than formal courses--seIf study, in-services, workshops, conferences, and reading current information. The majority of business educators v¡ere consid.ered inadequatery trained to teach information/word processing because this is a new field in business education. rnformation/word processing is a fast changing fierd making it difficurt for business educators to meet the challenges of automation. Business educators, however, are working hard to meet these challenges "

Recommendations for the Im ovement of Business Education The researcher made the following recommendations for consideration by business educators, school administrators, d.epartment of education consultants, and business teacher educators in Canada" 97

Hardware / Equipment 1" Equipment acquisitions should be sufficient for information/word. processing programs to allow adequate hands-on training.

Erereguisile Skil1s/Corrses, of Tr. Seconda nd=Ag"qr?"y. Curriculum t" The information/word. processing course should. allow adequate hands-on training and exposure to severar_ makes/models of hardware/equipment including dedicated word processors so that students can transfer their knowledge gained. in the classroom easily to a job situation. 2" rnformation/word processing shourd. be estabrished. as a separate course or unit/module in the busi-ness education curriculum. such a curriculum should be estabrished by representatives from business/ i-ndustry, business educati-on consultants, business teacher educators, and business ed.ucators" 3' Job applications, work experience, and. field trlps ' should be a part of the information/word processing course. 98

4. Language skills need to be emphasized j-n the information/word. processing course by includ.ing them in classroom instruction and assignments which

include such skills " 5. The information/word processing course shourd include the use of business/ind.ustry software"

Business Teacher Ed.ucation 1" Business teacher education needs to estabrish and make availabre at several rocations (rural

and urban) courses for business educators to become updated in informatj-on/word processing.

2" In-services and workshops need to be established at regular intervals to allow business educators to become or stay current in information/word processing. 3" Business educators should. be allowed to take a leave of absence to become updated. in information/word- processing whether by taking courses or through work experience. 4 " Busi-ness educators must continue to be serf- motivated and take initi-ative in becoming famiriar with i-nformation/word processing in business/ industry by taking courses and reading current articles. 99

Recommendations for Further Research

1" Additi-onar studies should be cond.ucted. to establish updated information in information/word processing education. 2" A future study should be conducted to estabrish the needs of busi-ness and industry and to determine the adequacy of the information/word processing curriculum and instruction. APPENDICES

APPENDIX A - Principles of Instruction B Provincial Curriculums--Newfoundland Word Processing Course Outline (Pilot Project) c Provincial- curriculums--prince Edward rsland Business Information processÍng D - Provincial Curriculums--Nova Scotia Introduction to lVord processing (A Teaching Unit to be Used In the Business Education progrramr pages I g) E Provincial Curriculums--euebec Word. Processing I (An Experimental Course) F Provincial Curriculums--Ontario Integrated Office Systems program Section 6 "7 Excerpts Keyboarding program Section 6.9 Excerpts G - Provincial Curriculums--Manitoba Office Procedures 302 Excerpts Data Processing 302 Excerpts H - Provincial Curriculums--Saskatchewan Computer Application 10, 20 And. Computer Science 10, 20, 30 Excerpts ï Provincial Curriculums--Alberta Office Procedures L0-20-30, Module 5 Business Education L0-20-30 Optional Modules, Modules 14 and 15 J - Curriculum Outli-ne, H. Bearg Study K - Letters to Uni-versities: Business Teacher Educators L Letters to Business Education Consultants

100 r01

M - Letters to pilot Committee N Survey Instrument: euestionnaire o - Letters to superintendents, Business Directors P Letters to Business Ed.ucators O Thank You Letters R - Types of Microcomputers by province s comments from Business Educators to euestion 6

T comments from Business Educators to euestion 7 u - comments from Business Educators to euestion 10 v - comments from Business Educators to euestion 11 w - Enrolment of schoor Divisions participating in this Stud.y by province X - Suggested Journals APPENDTX A - PRINCTPLES OF TNSTRUCTION 103

PRTNCIPLES OF TNSTRUCTTON

1. rnstruction must be current with and based. upon an up-to- date analysis of an occupation's employment ètirr d.emand. 2" rnstruction should be based on broad core curricul_a characterized by flexibility in offerings.

3 " rnstruction wíthin the broad core curricula should be based upon specific target jobs" 4. rnstruction must be provided in the adequate time frames necessary to simulate job situations. 5" rnstruction shouldr ês much as possible, be serf-pacing with emphasis placed on the quality and quantity ètandárd.s of an occupatj-on" 6" Instruction requires ad.equate facilities and equipment to accommodate learning activities and to job simurate, ó, be, actual situations " 7 " rnstruction should be given by teachers who have had occupatj_onal experience in the subject(s) that they are teaching B" Instruction becomes effective when teachers participate in both preservice and continuous inservice teaõher education programs " 9. rnstruction must be directly rerated. to clearly defined. student goa1s. 10" rnstruction should be prescriptiver preced.ed by an analysis of the learning needs of each student. 11" rnstruction must adapt to identifiable student effort factors so that all students become motivated to learn. 12" rnstruction must be individualized to provide for wide differences in background and learning abilities, and grouped for developing team contribution skills " 13 " Instruction should. be given to accommod.ate the students' learning reguirements in an occupationar atmosphere with grades reflecting payment for work well done. l-04

74" ïnstruction must develop originality, initiative and thinking abilities rather than memorization without understanding.

15" Instruction must instill work habits required by an occupation. 16. rnstruction should include information and activities desi-gned. to protect and conserve human life. L7" rnstructi-on must be evaluated by student performance criteria based as realistically as possible on occupational demands " r8" ïnstruction must have job placement and/or ad.vancement or employment realig,nment as its end result. APPENDTX B PROVINCTAL CURR]CULU¡4S--NEWFOUNDLAND

VüORD PROCESSING COURSE OUTLTNE (Pilot Project) 106

9iord Processing Course Outl_ine E!]_ol_¡_ro:Ss! Clerk Typing program a-atd- á t':r-. V'+¡c.à,-, fnitial CIass: Ll students Eligibility: Students whose projected termination dates fall- between now and August, who have the following prer:eguisites.

Prerequisites: ?yping Speed _ 35 to'40 gl:oss wpm Typing blocks completed Centering Tabulation Basic Letters Àdvanced Letters Communications blocks completed - Comprehension Spe I I ing Proofreading Punctuatíon Related subjects "on schedule

lime l\vaiLabie: 30 periods ¿n/ student Preparation: Read chapter on ïdord processin.' - l'lodern Office procedures

Presentation l,{ethod : , i!:1!"r. - Word. processing Concepts Instructor ,.ol:ltg" Pres.entation - I^tord processing concepts rlandout_ processing rnstructor ) - äord Terms - rnstructor yt'ermrnal Dêmonstration _ Demonstrator þ.=ignment Àccess Codes Demonstrator Hands-on-Training - B user rnanuals E>ltra hands-on exercises for each Manual to reinforce learningr Printer Operation Test Period: Hands-on test in order to quarify for evaruat ion on Record of Achievement:

Aasic Operations Word. procesri.rcl I 'l I Tç¡o rnstructors invoÌved: s- Ford Both and J. rriinso-r rnstructors will cover 3-hour block. Tivo l-¡lstrucl-or.s wilr taks alternate Thursdays in rab with assistancc' fron the clemon.strato;:- Upon successf'l compìetion of ilris unit t:hr: stucrent viir r:

RELATE TO I.IORD PROCESSITIG CONCEPTS

EEHAYICURS CRITERIA

Expìain in rvriting rvhat is meant by I. 80% accuracy such expressions as: - automatic centerÍng - justification of right margin - automatÍc underlining and uppercase

repagi na ti on deletion and Ínsertion or" ma.[eria.l memory fi ì ing boldface type listing text revisions

)iTIOì{S GI','EN: ] NSTRUCT TCiIÂL P.ESC.L-xCES : Given a theory test Text

Guest Spea k=;- :_._ l'l lm l:jlerl Trip(s) r.v. Õ9^ r ¿-v9 STN" C ST. 108 JOHN"S D=lu)ç.oarroLar>O sclc r¿eXar¿Íol acooeroy A BRANCH OF TOKA SECRETARIAL LIMITED

MLL TITIE StsCEETARTAL COTffiE spc

TI!TWWCTTOE llord Pnoeessíng: - A contp'l,ete system fon the cont;ersí.on of originaL thought into a readnbLe form oî eormmmícation" Benefits of f'tond Processing: More creatitse uork No more "ahite outg'ì or erasure marks No more t'cut and paste't reùisíons Easy to use and nememben editing functions No more LengthLy retyping Less frust¡.ation a¡tã. more job satisfaction

Ihroughout our l+lord Proeessing Course, students utiLL become fatniLiar tith the effectite use of the AES ALphapLus 72 and the 1Líoett¿ TES 40L uond proces- Bors. They uiLL aLso be introdt¿ced to the coneepts of uord p'noeessing i.n gen- eraL" and the ï'ea.sone uhy fírns are becoming alrnTe of the aÅoantages of utiliz- ing a aond pnocessing system"

KET NTNTS OE OPERATTONAL ANEAS OT TTE AES

Students ùyLLL Lean'n aLL inst'puctions necessarv fon them to beeome effic- ient llonü PnoeessoÍ, 2perators. TlteA aiLL Leantt híghLy detaíLed eæpLanatíona anã. instructíons to:

eenter møterí.a.L autonøtiealLy justify ríght margins automatic unå.erLining artd upperease repaginøte teæts deLete and inaert materí.a.L memorize onto file diskettes ereate pLeasant Looking documents type materiaL in boLdfaee tu"tu:n ... atzd. mtch more 109

OF OPERATTOHÅT XEf ruIHTS AI?EAS ON ffiE OLTVETTT TES 407

- centeríng - justifging stop codes referenee eode.s _ ^L, õvo1,Lng .on magnetíe med.i.a & retrievíng automatie ¿mder|;íne fron - automatíc indentatíon major teæt netsisions

GEEERAL IEEORTilITTOE

J:t >zss mank ia 80% and is broken doan (ù*:- into thnee eategonies. A Hand.s- s,r' otz tiie TES 401 is marked out of z5%, a Hætds-on nz'i'1-; u*l*, on the AES ís au'- of .2518, and a aritten eæam is mariced. out of 50%. The three crc ú.¿n conbined to make one totaL acore. ma¡.ke APPENDÏX C PROVINCTAL CURRTCULUMS.-PRINCE EDWARD TSLAND

BUSINESS INFORMATION PROCESSTNG 111

BUSÏNESS INFORMATION PROCESSfNG

This course is designed for second-year business students and focuses on the fundamental concepts and applications of business informati-on processing using microcomputers.

The modern business office is using automated. equipment, systems, and procedures in order to rower costs and increase the productivity in generating paperwork. rn order to be prepared for working in such an office, stud.ents will be learning basic concepts of word processingi, computerized accounting, erectronic offi_ce information systemsr âs well as being introduced to computer systems, data bases, and electronic spread. sheets " As future office workers, students will be using computers and computer softwarer âs well as being involved in new office systems and procedures. Through the use of hand.s-on applications and theory sessions, this course will famili-arize business stud.ents with the concepts of this ne$r technology "

PREREQUTSTTES One course in business typing One course in accounting

office Procedures, although not compursory, wourd. an asset be LI2

DURATTON I20 Hours

OBJECTIVES Some of the major objectives of this course are: to demonstrate the operatíon of a simple computing system and computer terminology to id.entify the advantages, components, and applications of word processing to enable the student to use a word processing system to create and revise documents as werl as store and retrieve files from storage media to identify the advantages and uses of data bases and electronic spread sheets to enable the student to be knowledgeable about methods of reprographics, information d.istribution, and storage and. retrieval systems to inform students about types of careers in the modern business office as well as the attributes and training requj-red to enter these types of jobs 113

SUGGESTED TTME SCHEDULE

UNÏT OF STUDY HOURS

1"0 Introduction to the Computer 5 2.0 lVord Processing Concepts and Systems 10 3"0 hiord Processing Applications 50 4"0 Electronic Office Automation Systems 15 5"0 Work and the Electronic Office 5 6"0 Computerizes Accounting Fund.amentals 30 7 "0 Introduction to Data Bases and Electronic Spread. Sheets ( Optional ) 5 TOTÄL m

STUDENT EVALUATION

A variety of methods of evaluation may be used, including written tests, projects, and. hands-on assignments" rt is important to note, though, that there should not be a great emphasis on memorizing commands that suit one particular word processj-ng software program. The use of reference books should be encourag:ed" In this wêy, students will learn concepts that can be easily transferred from one system to another. 1l_ 4

TERMTNAL OBJECTTVES upon completion of this course, students should be able to:

demonstrate an understanding of the operation of a simple computing system and computer Lerminology

use microcomputer system hardware, peripherals, and software appreciate the role of technology in the business office discuss the term "word processing'" and identify the advantages of using word processing in the business office know the components of a word processing system identify coÍrmon applications of word processing in a business office understand and use word processing technology create, format, revise, and output text store and retrieve text from storage media - manage offi-ce information through the use of the word processing system understand the terminology and appri-cations of the information processing cycle inctuaing processing, output, distribution, storage, and retrieval be a\,vare of careers in word processing, desirable personal qualities, and training requirements understand how word processing will affect the business office environment apply manual- accounting fundamentals to the microcomputer input data into accounting software programs extract information from accounting software packages to create fiscal year statements recognize the potential and advantages of using data bases and electronic spread sheet programé in a business office APPENDIX D PROVTNCTAL CURRTCULUMS-.NOVA SCOTTA

INTRODUCTION TO hiORD PROCESSING (e teaching Unit to be Used In the Business Education program, pages 1 - 8) 116

INTRODUCTION

This unit on v¿ord processing has been prepared as a guide for teachers in presenting word processing concepts anc skills in the business educat-ion program. Most students who enrolr in business education courses would benefit from an introduction to word ¡>rocessing, but it is essen_ tial that program students (that is, those who are acquiring job entry skirrs) ' be acquainted with both concepts and apprications in this field- where equipment and circumstances permit, addi_ Èional time may be devoted to word processing so that some pro_ ficiency is achieved" The furt unit--concepts and applications--may be introduced in the office proced.ures course, with other courses such as type_ writing, shorthand, and business communications being used to auEnent and advance the teaching of the concepts and skitrs. rt is important to note that word processing includes not onry ttre use of the machine, but also phases of work on a d.ocument, from its creation Lo its final clistribution. Teachers should consider each phase of ilre cycle__origination (input), production (output), revision, distribution, and storage ( recor,Js managemene ) --in determining the rore that each course can play. An examination of the concepts and skirrs included in each phase will facilitate the process- The rore of each course may be further clarified by a LI7

consideration of the following general skitls and characteristics needed in word processing: languáge skitls and proofreading, keyboarding skills, Iistening skills, automated equipment skills, abirity to cope'.rith change, ability to rearn on the job, abirity to work as a team member, and a strong work orientation. Alternatively, a murti-subject approach may be. used to intro- duce t'he unit" with this approach, various aspects of the unit__ knowredge of ehe terminorogy used in a word processing environ_ ment'' Ehe underrying concepts, and the actuar applications--may be taught in different courses' The courses on office procedures, typewriting, shorthand" and business com¡nunications courd be used to introduce parts of the unit" This approach requires careful communication so that the knowledge, skitls¿ àod attitudes are presented without undue overlapping and in the most appropriate sequence" For exampre, applications of word processing should t'ake prace onry after the basic skirls of typing and formatting have been mastered. The chart included under "Teaching suggestions,, wirr serve as a guide for incorporating word processing into the existing busi_ ness ed.ucation program. Regardless of the approach used, it is critical t.hat teachers pran and coordinate their ef forts so that all Lhe objectives can be achieved- The amount of time required to cover the word processing unit wirl depend on the approach used and Ehe equipment avairabre. while teachers shourd use their discretion in arlotting time for 1r8

chis unic, ie is suggesLed that a minimum of z_r0 hours is needed for introducing the basic concepLs. Additional time may be spent on reineorcement and ernphasis of these basic .concepts and in reinforcing skiLls such as proofreading, editinge âr¡d machine dictation skilLs. An average of 6-8 hours will enabre the student to comprete the suggesÈed topics in the applications section. For a scudent Lo acquire job entry skilrs, however, a minimum of 35_40 hours is recommended. Alt'hough equipment is not necessary to teach word, processing concepts, it can greatly facilitate the process. It also enables students Lo obtain Lhe practicar o.hands on,, experience that is so irnportanL eo today,s business grarluate. The folrowing activities wirr add variety to the unit of work and becoÍne even rqore important when access to equipment is rinited or non-existent (I) Equipnent demonstrations (2) Field trips ro offices which have adopted word process ing (3) Guese speakers (4)'Current readings about word processing (5 ) Audio-visual presentations 119

Aim This word processing unit is designed to acquaint the student wieh the principres and concepts of word processing and to provide the scudent with ..hands on,. experience (if equipment is avail- able).

Rationale

word processing is changing office skirr requiremenes and career'op^oortunieiesr èâd knowredge of word processing has become an essentiar part of a business education program" word proces_ sors are being used co increase pro

The student should: (1) master word processing terminology; Q) know the various categories of computers thaL can be used to provide a word ^orocessing system; l-20

(3) itlent'ify the essentiar hardware components of a word processing system and understand the importance of compatibiliry; (4) understand the ergonornic factors of a word processing system so that such knowredge can contribute to the student,s good health and productivity; (5) be acquainted with word processing keyboards and under- stand their dissimirarities to a typewriter keyboard; (6) recognize the cypes of prineing devices and be acquainted with the enrrancements and suppries that are avairabre; (7) be acquainted with software potentiar and limitations; (a) understand electronic mail; (e) be aware of how filing can be handled electronicatly; (ro) deverop skilr in handring text with a word processor"

Teaching Suggestions The following charts witl serve as a guide for the incor_ poracion of word processing concepts and skills into the existinq business education program" INCORPORATING I,TORD PROCESSTNG TNTO YOUR EXISTING BUSINESS EDUCATION PROGRAM

Topics or ldeas To Busines¡s Incorporate Typewri r. Offlce i ng Shorthand Communicati ons rocedures Word Processing Concepts X X X x Word processing Terminology X .- X X X Types Wp of Applicarions X x Krnds of Wp Equipmenr X X New Job Descriptlons x X X x Standard proofreading .Marks X X X X Proofreadino R X x X x F Gram¡nar, punctuation, and N) Word Division H X X X x Spe I I in9 X X X Drills X on Backspacing X X Dri I ls on Required ltyphens X x X x Wrltlng Letters X X Dlctating X Letters X X X TNCORPORATING WORD PROCESSING INTO YOUR EXISTING BUSINESS EDUCATION PROGRAM

Topics or ldeas To Incorporate Business OffLce Typewri t ing Shorthand Commurricat ions Proced urea Type or Work from Handwritten copy (use some poor wrlting) X X X Set Priorities and pollow Through on Assignments X X X X Drills to Develop Listening Skills X X X X Drills to Develop Ability to Follow Directions X X X x Keeping Work togs X H X X N) Measure productivitl, N) X x x Document Coding and Filing X x X Use of Procedures l.lanuals X X x Rush Work--Working Under Pressure X X X Supervising personnel X x Trainlng Another Employee X X X x L23

Evaluation

Evaruat.ion of student progress is an essentiar ¡nrt of successful teaching and learning. A variety of methods may be used" written tests, projects, and crass marks are some sugges_ tions. Rough draft materiaL entered into the word processor and edited by the student to meet accepted standards of mairabirity can be used eo assess skill attainment. There shourd not be undue emphasis on memorizing com¡nands as they vary from one system to another. rt is quite appropriate to allow reference to manuals; and in fact, students should be encouraged to ¡nake full use of these manuals. APPENDIX E PROVTNCIAL CURRTCULUMS--QUEBEC

WORD PROCESSÏNG I (An Experimental Course) BUSINESS EDUCATION

:PROFTLE: SECRETARY

COURSE TTTLE: WORD PROCESSTNG'I GENERAL OBJECT]VE: To enabre tJ]e studen! to t14>e, to store into nernory, to correct, and to print different docu¡re¡ts with the aid of vrnrd processing eguiprent"

TERMIbIAL OR]NgrrVNS I}IIERMEDIATE OR]NSTTVCS COI.ITENII

| "0 Ib introduce the student to 1"1 Kncx*Iedge of the historical v'nrd processing background - History a¡d fastors that led to of vr¡crd processing uaord processing 1"2 I$cxaledge of the different ccnponents - Monitor, keyooard, internal rrerricry, of the systern disk drives a¡rd diskettes, printer 1"3 Ability to start up and use vprd T\:rning on processing - the eguiprent equiprent - Urderstarding each nnde within the rnrd processing systern - Using progran'ìs on diskettes - Coing through o

1.5 Perception of tÌ¡e advantages of - Increasing productivity r+ord processing - Elimination of repetitive rærk - Facititating ctnnges within a docunent - Printing several- originals frcrn the sa¡re source docunent - Posbibility of sorting infornation - Possibility of nnking arithnetical canputations Possibility longdistance - 'ccnnu¡nicationsof - Utilization of other software 1"6 lûøvJ.edge of ergoncrnics - btcnreflestive n¡¡nitor - Position of npnitor - zurniture ard accessories I "7 Health & security

2"0 To enable thè student to type 2,1 l(noaûedge of the keyboard - Sta¡dard keyboard keys a docunent on word processiñg - Special keys (cursor, c-orregtion k.y, eguigrent, to pt:t. into it etc. ) rrerûf,ry, and to print it" 2"2 Basic kncrurledge of fornatting - Length a width of paper used - Þlargins Tabu-l-ators - ts Spacing N) - l.ùcn-printing Oì " ¡,lunber of lÍnes per page 2.3 Specialized skitts of fornntting - Centring - Underscoring - Capital-ization TFRI"IIÌ.¡AL OR]nCfnnS INTERMEDIATE OB]trTTVES CObIIENI

2"4 Knowledge of storing docunents Procedure to store infornntion into nenory on a diskette Vieuring ard printing tle catalognre 2 "5 thor,vledge of printing of copy t',lonitor arÀ/or disk copy without options 3.0 To enable the student to Iftcxarledge of basic text revision Printing frcrn n¡rnitor ard/or revise docun¡ents diskette Insert,ion of text. 3.2 lftowledge of storing correst text tlpdat,ing after crcrrections are into nenory nade Print-or.¡t (hard c.opy)

To kncx¿ 4"0 enable the student to 4 " 1 ltuowledge of operating the printer $,lanual- operation . the conponents and nain Paper feed functions of a printer Autcrnatic operation

i 4.2 Perception of printing wheels and Different types of printing wtreels ribbons lrlhee] change I Ribbon change I I 4.3 Perception of basÍc printing c-onnards I Printing frcrn nr¡nitor with option I Printing one or several- pages I of text I Printing several c-opies I of the i.., ¡ sane text \¡ Justification of nargins Ternporary stopping of printing CancellinE print c-'cnnar¡ds TMMI}ìAL OBJECTNIES INTERMEDIATE OB]ÐTVES OObIIENI i

I :

ì i 5.0 Tb enable the student co 5. 1 l(nolledge of nndifying content on a Renaming 1 process already stored disk fil_es : infornation Deletin! infornation Copying infornation Changing the order of the content of a catalogue 5"2 Itucruledge of retrieving infornation RetrievaL cqnnards

J io.o Ib enable t}¡e student to b" I Ihcr.rledge of processing tables' i process tables and repetitÍve Tabul-ator for right atignnent docu¡rents Alignnent symbots Columnar headings Print-out 6"2 lhcrarledge of nerging docunents Subscripted fite-s H Print-out t\-) @ ,l t

(75 periods) APPENDIX F PROVINCTAL CURRICULUMS--ONTARIO

TNTEGRATED OFFTCE SYSTEMS PROGRÃM SECTTON 6.7 (Integrated Office Systems B & I, pages 1 3, 7) (Integrated Office Systems II, General Levelr pages LZ, 13, 18) (Integrated Office Systems I, Advanced Levelr pages 23, 24, 29) (Integrated Office Systems II, Advanced Levelr pages 33, 34, 40)

KEYBOARDING PROGRAM SECTION 6.9 (Keyboarding--Business Applications II, General Levelr pages 26- - ZB) >EC Ito^/ Þ",

l]¡IEGilAT[0 oFFtct sysTtlts (flfr) ffi

PROGRAM OESCRIPTION:

The Integrated 0ffice Systerns sections of this Guideline authorizes four credit courses: a General or an Advanced ìevel credit course in Integrated 0ffice systems - lntroductory at the senior leveì; ð Generaì or an Advanced level credit coursê in Integrated Offlce syst,ens - second year at the Senlor level. Students can earn a lnaxinu¡o of two in-schooi Integrated 0ffice Systans credits toward thelr 0SSD.

FTOHCHART OF PROGRAM:

Senior Oivi sion

General

Adva nced

(,P O N0TE: One credit in keyboarding ls required as a prerequisite for integrated office systens at the general and advanced ìeveìs"

I NTRODIf, T ION TO PROGRÍI}I: lntegrated 0ffice systens ernphasizes efficient. and effective business procedures to asslst students to acqulre an understanding of t,he current. buslness envlrorment. The tntegrated 0ffice systons co.rises irwolve a concentration on theoretical concepts and less emphasis on practical applications. Practical appìlcations are found in the senior divfsion Keyboardlng courses. courses ln Office systøns should assist students in thelr understandlng of current offlce procedures and allol for ¿n appreclatlon of new technologlcaì developrnents. ot'':'i;i:#¿l.l"H:i'lÍT,ìluoun,' Hith opportunities to rreverop: . hurnan relatlons skilìs . thir&ing skllls . declsion maklng skiìls . problen solvlng techniques . self-evaluatlon procedures . flexlblll ty, adaptabill ty A knowledge of business procedures and office systors is essenti¿r for students pìannlng to work effectively ln a busiáess enrirou,,pni.- nrr courses In ¡ntegrated office SystsÌs will aìlow stu(lents to:

. deveìop and appìy keyboarding skills to ¡reet their need " develop professional and business_like behavior

AIMS OF THE PROGR,IH:

Courses in lntegrated 0ffice Systems will alìow students to: l. Acquire a knowredge of and an appreciat.ron for current offrce, equi pment ?. Develop decision-making skiììs 3. Develop effective conmunications skil ls 4" Develop an understanding and appreciation of the standards and requi rønents of of fice empì oyment.

INTTGRATEO OFFICE SYSTII4S COURSE NAI4T

SEN I OR GTNERAL 0Nt DTV-ISIõñ' -TEVTT_ FÃflnuff-cnmrrs

COURSE DESCRIPTION: F lntegrated 0ffice systsns ¡" òt the General ìevel, wiìl provlde students (, wlth an opportunity to investigate current technoíogicat'oevÀiãp,,ents in ts buslness and assess the,ir effect on the working ervíromrent.- r¡iir, u knowledge of office systeû¡s and technological ãevelopment;, st;dents will develop an awareness of the skills needeã to acapt tä tne ónallerpes of a constantly changing buslness environment. Prerequlsite - Keyboarding: tntroduct.ion

AIHS

Students wiìl have opportunities to: l. Examine the organizatlon, functions and procedures cornmon to the charyl ng of f lce envi romrent.

2- 0eveìop vital co'municaüon skiìrs required in business today. 3' concentrate on interper^sonaì, hurnan and pròlic relaÈions skiì ls and dernonstrate professiônaì busíness behaviör. 4- fii!y1g tnelr potentlôl-career paths. furilrer educarional dinections" Denef lts and responslblì i ties. Il,ls (Cont' d ) ^ 5. Use.terminoìogy, doculentation and procedures rlcsigned for todayos office.

6. lntegròte fundannntaì business sktlls, specialized knowledge, ef fective and interpersonal skil ls. wINITGRATED OFFICE SYSTTMS I

STN I OR GENERAL ONE 0'TWsrou TTVET_ MNEÜM-CAEDTT

COURSE CONTTNT:

Percen t age for Topic Ernphasi s E No. Core Topic Ti tle Eval ua tion

I X The 0f fice tnvl romrent: - Changing lJork Environnent - Interpersonal Relationships l5x and Tean llort - Cornmunication Skil ìs - 0ecl sion-Hakl ng Skil ls F UJ 2 x Career Plannirg: l& N) - Standards of Perfomance - Contiruing Education Di rect ions

3 x lntegrated 0fflce Procedures and Sys tens : 45r - Hord Processirg - Machine Transc ription - Reprographics - Records Hanagernent

4 x Adnri ni strative Support Functions 3ß - Conrnunication Skil I Devel opnnnt -Iel eplnne and Tel econm¡n lcation - Haiì DistribuÈion - Heetings - Use of Reference.l,la teri al s

t001 TOPIC NUl4lìER 3: INTEGR4IE0 OFF¡CE pR0crDlJglr j[LlySI!¡,Þ r¡,lPttA st s/tlJ^L tA T t 0t¡ 4 5r l.lord Processing

CORE OBJTCTIVES TEA(}lIR'S NOTES AND SUGGTSTÐ ACTIVITITS Students wll l:

l. Recognlze the need for word processirg systsns. 2" Identify word processirg equipnnnt capabiìitles.

3. Llst approprlate qualltles and/or sklìls fon word processlng personnel.

4" fRRtf tne.prlnclples of keyboarding, formattlng, stortrsi and rerrievtfo on rexr Àãirtng equtl!l!-glttirg, pment.

Machlne TranscrlpHon Students will:

l. ldentlfy the advôntages and disadvantages of using machine - Keyboard a tabìe dictatlon and transcription equl pment. listing the advantages and disadvantaçs 2" Oevelop_effecilve lfstenlng skllls for nachine Listen transcrlptlon assi gnnrents. - to dictation of graduated ìerEt,hs and develç concentratlon sk il ì s f phrases, senteñces, paragraphi) 3. Develop efflclent machlne transcriptlon operator skills. - Identify the preparations H necessary for transcription -"-ônd UJ dernonsrrate rhe abi¡i ty ro use equìpnent efficiu;lit', (, 4. fdent!'fV approprlate machlne transcription follow_up procedures. - Proofread, correct, prepare envelqes, file copies, rn¿teriaìs for signature" enclosurei 5. sirpte business correspondence l11n1rfu9 using - Students should identify essentiaì approprlate language skilìs for eifective machine language skiìls for transc p transcriptlon exercise-s, analyze hard rl t lon " ãopy containirg examples of these skiìls, praitise proofi^éaoing inJ-'- edi tirÐ IIITEGRATTO OFFICT SY5ìIMS

SEN IOR GT}¡T RAL 0ltI DTVISTõI -t-E!-EI- M¡iïtTt¡t=Tl-IDm

COURSE DESCRIPTION

,Integrated 0ffice systðns It wiìì provide students with an opportuniry to conslder the operation of a business organization including iiecific - departrnent functions and employee perfonnance criteria. Ihe study of lntegrated office equlpment and procedures will fonn ¿n integral þart of thi s cor¡rse.

Prerequlsite: Integrated 0ffice Systans I

ÂIHs

Students will have opportunities to:

t. Develop an understônding of business organization and purpose.

2" Consider the roìe of specific departnents vrithin a business organlzation.

3. 0eveìop those interpersonal and hurnan relations skills required in ts a business envi rorment. UJ rÞ " 4" Practise effectlve connunication skiìls in an office enviroment,. 5. lnvestigate appropriate personal career paths. 6" 0evelç keyboarding skills appropriate to their career goals. w¡NTTGRATTO OFFICE SYSTEII5 II

SEN IOR GENIRAL 0ltÊ ETVTSTOH TEVET- mnl4úFTnrDTT

COURSE CONTENÏ: Fercentage for opic trnphasi s E No- Core i t@ I X The Business Envl ronnent: - 0rganizatlon - Oepartrnent Organization and Funct i on - Impact of Legisìation

2 x Fersonnel Management: 2üL - lnterpersonal Skill Devel oprmnt - Professional Behavlour - Time Management and Prodrctivl ty - Supervisory Skiìls 60r 3 x Integrated 0f fice tqui Pment ts Procedures: (, - llord/lnformation Processirg (¡ - Machine Dictatlon and Transc ri otion - Records ilanagement (Advanced) - Travel - 0ffice Simulation IG 4 x Career Planning: - Job Preparation - Standa rds of tmPl oYrrent and Advancsnent t0G T.P'CNUt4uER3: re il4pil^S¡S/Lrtu_ l.lord Informa,ron rro.Iinn

coRt 0BJECItVTs TTACIITRS' NOTES A}tD STJGGTSTED ACT¡VITIES Students wil I :

l. Identify the wide,varfety of lnfonr¡at,ion.processing ' equiprnenr avalabte - Emphasis on systens ro rä"i-riäåiäË"ti,.¡ness needs. to incìude stðnd ðlone, shared trme_sharirp, home or personaì ìogic, 2. Identify ãnã-'ãrã.utlre cqnputers the basic lnformailon processlrp cycle. 3. Describe the basic concepts, terminology processing data. and methods of ;:Xfi#¿:lå';j¡íl,f ' storirp' caìorratirs, and prinrirs" 4. the purpose and processtngl:::glil: retailonship of the dôra cycìe to business òfiiðã"i[nct¡ons. - Refer to the irnoortance of dàta processing ret a and its t ionshi p to' i nfo rmã ti;"1;; ãåiii'ùu ri nus opera t i ons a) infonnation for reguìatìrg business operation b) information for long_rông; ;i;;;" c) information req.uestË froñ-oíiiïãe custorners, creditors, sources! including 5. Identify . owners, anã governnnnts the concepts of lntegrating data processing word processing. and - Students could analyze the integration and word processirg of data processing llachine Dictation and Transcrlptlon ts Students UJ r¡iìl; O) l. Deveìop effective,machlne. dlctating the responstblllries skills appreciatirp Pract ice dictat.i of Ù¡e ãiðiaiËr-iå rp.ur clearìy. rg and t.ransc rìbi 4 2. Identify the reasons for centrallzed dictailon ônd equipmenr :iiii:íi3:t"n an¿ u¡e varieÇ or equipmenr 3. 0escribe the various methods of accessing a centrallzed sy s tem. llandwritten rnterial including shorthand; t0ptical. characrer "iäiàlitiil stenorette; üR RË..diii;;Í; i internar an¿ external ) -----C0Un-SfT[rI¡¡IIGRATtO OFF ICT SYSItI,IS I

SEN IOR AOVANCID 0¡rt DTTIT'¡õÑ' -ITTTT- mnE-úfl-cH-rDTrs

RAT IONALI

COURSE DESCRIPTION lntegrated Office Systens" at the Advanced level" wilì provide student,s !,lth an opportunity to lnvestigate current. technologicaì developnnnts and assess their effects on the working er¡vlronnent. Students wlll identify the personal performance criteria for success in the business conrnunity- and the supervisory skiìls and responsibilities needed for srrccess. Prerequi site: Keyboardi ng lntroûction

AIMS

Students will have opportunities to: l. Develop research ind analyticaì skiìls in the study of the business organlzation and the electronic office.

2. 0evelop interpersonal and human relations skilìs iurportant for success in a business envirormenÈ. (,ts \¡ 3" 0evel op ef fective cc¡nnrunication. 4" Identify appropriate personaì career plans,

5" Investigàte current office procedures ônd systsns.

6" Develop keyboarding skiììs to meet Hith specific student needs. ffiIIIÏTGRATED OTFICT SYSTTI,IS I

SEN I OR ADVAI¡CTD 0t¡E Ði-Siõ[ LTVN_ NÃXJ]4UMTMD-ITS

Prerequi site - Intnoductory Keyboardi ng COURSE'CONTENT:

Percent4e for Topic Emphasis Å No. Core Toplc Ti tìe tval uation

I x The 0ffice EnYiromtent: t51 - The Office Concept and the Changl ng llork Envi roment - The Structure of lndustrial and Service Organizations - lnterpersonal Skills - Cornmunication - Decision-Maki n9 Skil ls

2 x Integrated 0f fice Career toÈ Pì anni ng: - Standards and Perfor¡nance Contiruing F - Education Directions UJ æ

3 x Integrated 0ffice Procedures and 45x Systøns: - llord Processirg - Machlne Transcript.ion - Reprographics - Records Managenrent

4 x Ad¡¡ri ni stratlve Support FuncÈions 30r - Use of Reference llate!.ial - Telephone and Teleconmunication - Heetings - Management of Flnanciaì Records - Hail Distribution

l0ûr IoPIC llUl'luER 3: IllTtGnAItO OFFtct pR0CtDURtS At¡O SYSTEHS tt'lP¡rA sl s/Lvt\t ll¡ì T ¡ Olt 3 0¿

Hord Processlng

CORE OBJECTIVES TEAOIIRS' NOTES AND SUGGSTTD ACTIVIIITS Students wlìl:

l. Anaìyze and conpare the varior¡s word processing systens. -. Central, irxlividual work stations, personal conputers, s ta nd- al one s 2. Analyze the responslbllltles involved ln the various - Be auare of career opprtrnities posltlons ¡¡ithln the llord processirg centre. 3. Keyboard, format, edlt, reulse, store and retrleve buslness corn¡nunlcatlon on text-editing equlpment. llachine Transcrl ptlon t" Identify the advantages and disadvantages of using rnachine transcription ln an office er¡vlrorment.. 2" Devêlop effectlve llstenlng skills for ¡nachine - Listen to dictation of graduated ìengths developlrg transcriptlon gnments. assl concentròtion skills (phrases" sentences, paragrapñs) 3" Describe efficient machine operator skills. - Preparôtions for transcription and use of equipnnnt ts 4. Identi.fy approprlate machine transcriptlon follow_up Carefuì proofreading, procedures. - correction of errors" preparation of L.J enclosures, envelopes" file copies, rnateriaìi för \o s i gnôture

5. Transcribe mernos-! ìetters and short reports using Students approprlate level - should identify essential language skilìs for of language skills. transcription exercises, anaìyze hard copy containirp examples of these skiìls, practise proofreading and Reprograph ic s edi tirg l. Anaìyze and cunpare reprographic mettnds considerirp costo tirne, quallty and equlprnent.-

2. Oeternrine the best nnthod of dupllcation wlthin a varTeÈy of situations and clrcumstances.

3. Prepare materlal for copy and make cçies demonstratirE Typed quaì corrections, cut and paste, organize and arrarge i ty control . I ayout

ßack-to-back run ffiINTIGRATED OFFICE SYSTTMS XI

SENIOR -TEVTI_ADVAI¡CTD ONE DrvTsro[ mÃnHrlrTF-mTfs

COURSE DESCRIPTION

lntegrated 0ffice.syste*ns ¡!" at the Advanced leveì, will provide students wi-th the opportunlty to conslder the effect,s of business organization policies and procedures on the econsny of canada. students-wlli investi- gate.the openatlon of an offlce systen" lnc_luding the lnterrelafionship of speclflc departnpnts and personnel" They wlìì exã¡nlne systens ind procedures in preparatlon for a career i.n the business world. Prerequisite: !ntegrated 0ffice Systens I

AIHS Students wlìl have the opportunlties to:

l. study the relatlonship of buslness organizations and speciflc depart- ment functlons ln an lntegrated offtce system.

2. ldentify the lnfìuence of governrnnt poìicies and rabour organi- zations on the organization of a business. ts È 3" fxamine the tec]rnologicaì change ln the office ervirorment ònd iden- o tify t.he adJustn¡ents requined by the personnel involved.

4- Deveìop interpersonal and hu¡nan relation skills for work in an adrnir¡- i strative suppo¡"t posi tion"

5. Denonstrôte effective conmunicatlon skll ls ln an office environnent,. 6. Identify career plans.

I . 0evel op approprlate keyboarding skil ls ln relation to personal career pl ans. wTNTEûRATIÍ) OFFICE SVSTE$IS II

SEN I OR _TTVET_ADVA}ICED 0Ì¡E D-MST0!¡ mTIm¡i¡TmDTr

COURSE CONTENT:

topic llo" Core lopic Ti tì e Percentage for tmphasis and Evaluation

I x The 0uslness Envl rorment 2tL - Buslness Organlzation - Role of Goverrmento Laborr and Business - 0ffice Organlzation - Empì oyer/Empl oyee Reìatlonships

? x Admi ni stratlve Support ?5X - lnterpersonaì Skill Develement - Time Hanagement and Productivity - Buslness Reports - Travel - Supervl sory Respnsibil i ties -' Meetirgs, Semlnars, Horkshops" Confenences èF ts

3 x lntegrated Offlce Équipment ar¡d Procedures 4S . Hord/ I nformatlon Processi rp - llachine Dictation and Transcriptlon - Records Managernent (Advanced) - 0ffice Simulation

4 x Career Pìannlng: l0À - Job Retentlon and Advancs[ent Directions - Professional Behaviour

1001 TOPIC NUl4llER 2: ADMTN¡STRATtVE SUpp0trT (Cont.d)

l4er:tings, Seminarsn llorkshops Conferences

CORE OBJECTIVES: ÏEAOIERS' NOTTS AND SUGGISTTO ACTIVXTIES Stude'nts wiì l:

l. Analyze the purpose and lmportance of formaì and informaì rneetings wlthin a business organlzat.lon.

2. Identify correct procedures for conductlng ò meetingD particularly the responslbllltles of the chairpersoñ, tne recorder and the secretary. Identify purpose 3. the and organization necessary to set up Booki ngs, budget, nurnber ôr¡d nature of pant,icipants" a meetlng, workshop, seminar or conference. sen¡inar leaderso tneaìs/cat,ering" neglstiation fonns and feeso preparôtion worù.shop of brochr¡res and packages,- equipment, required" preparation of reponts ai¡d neús nel eases

TOPIC NUMBTR 3: INTEGRATTD OFFICE tQutpHENT E PROCE0URES EMPHASIS/EVAL IAT IOl¡ 4 5T ts llord/ I nfonnation Processl ng À N) Students wiìl: l. Identi.fy the different word processlrq systsns available. St,andaìone" share ìogic, time-sharing, horne or personal conputers 2. Anaìyze t.he baslc word processing cycle" 3. Identify the personnel function of support, syst.erns Anaìyze job descriptions and relat,e to overalì functions necessôry for effectlve use of equipmêât. of wond pnocessirg centre 4. ldentify and descrlbe methods of processirg data. Pìanning, organizing, controlli fB, prlnting 5. ldentify and descrlbe st,eps lnvolved ln the dòtô processlng cycle.

6. Analyze the integration of data processing and word processing concepts. sEcft0N 6.9.7 KIYI}OARUING - ßU5IIIE55 lC^Tlul¡S I I ------Tõi1tß-r r¡¡rr.rr - ^PPL

I NITRI'IED I ATT GT or¡t NI RI\L __ __ _ -TrvTsm'¡i- Lt{TL ilAXlilUt4 CREDI f5

COUNS[ DESCRIPÏION

Keyboarding - Âpplications ll wiìl allow students to further deveìop their keyboarding and cun¡nunication skiìl to mcet .iob-entry ìevel exoectations. Students will use a variety of office equipmónt inclúrting machine tr¿nscribers and automatic text editing equipment to compìete their assiqnments ¿nrl appreciate the concepts of word processing anrJ the role it plays in thè business office.

Prerequi si te: Keyboardìng: l}usiness Appì ications I

COURSE AIMS

Keyboarding - Appìications ll, at the (;L'nerôl ìeveì, wiìl provide students Hith opportuni ties to: l. Increase keyboarding anr! cornrnr¡nication skill to a rnarketable level. 2. Effectively use a ¡"ange of office corrmunicatìon equiprnent including llord Processing capabiì i ties. 3. 0evelop the abiìity to efficientìy process business inform¿tion using an integration of a variety of skills ãnd procerlures. F 4. ldentify career oppurtunìties anrl pìan to take ddvòntage of thcnr. è UJ 5; Hodeì business-like habits and ôttitudes conducive to success on the job.

COURSE CONITIIT

Percen tage for Topi c tmphasis E No. Core Topic Ii tle Evaì ua ti on

I x Keyboard i ng Sk i I I Devel oprnen t 30x and Production llork

2 x I'lachi ne Iranscription 30x

3 x Hord Processing anrl integraterl 30r 0ffice Skì I I Devel opment

4 x Cornlunication and Impìoyabiì ity l0B Ir)r'l(: rJUnÛ[R t: KtYlJ0^Rt)1l¡G sKILL Dt.vtLOPMil¡T ANr) tt,rPil^st5/tvALUAI l0N l0[ nìuDt[TTUN-r¡0TlK- cOilt OllJECl I vrS ¡EACIILRS, NOTLS ANU SUGG[5I].U ACIIYIIITS

Studcnts wilì: t. Dcvelop their keyboarding speed and accuracy rate to rror.:t - llaterials used for ti¡:¡crl writings shouìd l¡e at a sylìabic a mini¡num expectation of 60 gross words per minute with ¿ i¡¡tensity of 1.4 3J, error rate on ôn averôge word c<¡unt of the besÈ threc 5-n¡inute timed wri tings.

2" Produce error-free or error-cor^rected business letters, - trrorg ¡houìd be corrected ds studenti key the production ncnroranda" reports and simple Lables and meet a rnininlum mdter¡.ìI production standard of 50 words per rninute on l0 and 15 urinute tilnings. - One additio¡raì ¡rrinute shouìd be allowed at the concìusion of the prortuction time to proofread and correct errors llo te : '3f, Gross words - Hord count Hith no error penalty derluction. - Undetected or uncorre.cted errors shouìd be penalized at a error rate - No tnore than 3 errors for each 100 words. r¿te of 20 gross words per error Minirnunl objective - 60 gross words per minute with a 3X error rôte shouìd be equaì to 50X of the rnaximum evaìuation - l.laterials used for production work shouìd include component identified for speed and accuracy. unfonnated, handwritten and naterials edited for revision Production timings - The ti¡nerl keying of business con¡lunications, correcting errors and producing nrailable copy

ts À È T,MPIIAS I S/EVALUAT ION 3(T

TOPIC NUMt}ER 2: r4ç!!El¡$l!gllt9! TEACIIÉRS' }¡OITS AI¡D SUGGESTTO ACTIVITITS c0Rt f)tlJtcTtvES

Stude r¡ts wi I ì : l. l)roduce maiìable business correspontlence, ôt a ròte of 30 - Develo¡r spued anrl accurðcy orr thc equip¡nerrt as weìl as w.p.m., using machine trônscription equipment. ease ¿nd confider¡ce with the tngìish ìanguage, incìudirrg speì I i rg, (Ìrðnrnòr ðnd punctua tion nuìes - ltaterials should incìutlc one ònd two pðge lctters" busi ness rcports and lnt'r:r<¡randa APPENDTX G - PROVTNCIAL CURRICULUMS--MAN]TOBA OFFICE PROCEDURES 302 (pages L9 22)

DATA PROCESSTNG 302

(pages 9t 97l' GOALS AND OBJECTIVEs IEACHERSI NOTES AND SUGGESTED ACTIVIÏIES SUGGESTED MATERIALS ident 1 fy t.he services provlded by Asslgn the sludent an offlcÀ; oeteimineõ ;;;"iï;;.",Äå':3fff"BI"J:;l,åiå, by Lhe olfice,/various types of off,ices. develop an awa¡eness tne of Have the students ¡elationship between discuss the list of offljce cne service(s ) an provides offlce iîå: :l;r;?¡;;ij"j,ãll.sånj":,;, and -iob ii:jöi:i, t¿., descrlpt lons . services. Discuss.tne.¡espåÃ.ioili,tl", emptoyees. write and ot the o oisclis-oiîËi'ioo o"r_ tr 5i'3åi "â:;",iffiff: b;iiãËi""Ååå"0'o',0, ã, h{ " " H IIORD PROCESSING (l rd A. Concepts and Careers tú F The o student should be able to; Cl 0efine word processlne. fd 1. develop |,,ORD IJ an awareness of-' PROCESSING q the concept oF worã- ]:::: tl" hlstoricaL devetopment N processlng; processing (the of word -Ihe.conversion hr con of thoughts lnto of thoughts Into (f) ieaoaote"ñoiri-¡ii"versfon readable form OR (, ll00 B.c" .Clay Tabtets the, transfo¡matlon o 1800...... verbal, ol wrltten, NJ " "Dlctatlon Units o¡ recordeo ioeas-iÃfó 1868...... lypewriter typewrltten I9)2. (Querty) or prlnted oo.rruÃt, ltJ ",.... .Autotypewrtter OR 7946".,, (páper Tape) Êr ",. . cornputer q 1961...... ID .Selectrlc Typewrlter m 1964.",.... . lrorcl processor 1965.,,..,, Terrn l{ord processlnq ts " evolved ¡iffiffiüd" (o OR I processtng :^:I.t:r of wrltten N) "Êi;!"3i"íff:;.::, communtcarjon by l\) Processlng"ïiii:r fi (1868 i:il iå:n,"", coorãtÄåtiÀõ" _ rhe ir..l"är"åii".l auLomated equlpment, speclallzed and îiFË, ?:ogtuo efftciunt þroõãårrãJ ;iäli' f #i''Ëi:;i".1";i;, :i;;ã* à tn an appropriate enulronmeÀ[--- (1876 - (Edtson) to the pruÀ"Ã[).'"""^. n,,,

èts Ot GOALS AND OBJECTIVES TEACHERS' NOTES AND SUGGESTED ACTIVITIES SUGGESTED MATERIALS

BASIC OFFICE FUNCTIONS Dlscuss word processing ln reLatlon Lo the schematlc model. 2, descrlbe for bhe oflice and the main l. Communfcatlon the lmpllcat.ions componenLs of oflice processes. of word processlng lor 2, Information acqulsiLion, ønploymenL preparallon Identlfy and dlscuss storage and retrfeval and career development; the skfll and knowledge 3. Data analysls requlrements for word-processlng. Èxplain" tt.' the new emphasts on ot'o Coordlnation of peopìe, .riiiTkñónrãogu Information, budgets requirements and the introductloà oi n"" aÁd skl-ll./knowledge requlrements: -- - "oru facllltles Emphaslze: 5, Publlc relatlons 6 Management - verbal communlcatlons (telephone, dlcta_ " tatlon explanatlon); - written communlcatlons (composltion, gramrnar, spelling, punct.uatlon, atlon, numerical-ioims); ' caoital_--" - equipment-related skills (keyboardlng, transcrlbing, dlctatlng, I - plannlng, organizlng, oeclsionlrãlfnS"upiõgrãõnrõé skllls;; - supervlslon skllls (schedullng; coordlnat_ rãòr 1:9. l::tl"lequipment/activi[ïËðz ri lið. ; H revlewlng procedures; and controls: È - business attltudes,zpérsonal oevãtõóment \¡ " ldentlly emerglng career Asslgn paths a research project to lnvestigate ln word processlng; ca¡eer opportunltles. lq¡d Proggsslnq Conceots and Careers (Berglund)

9oJJuç! Job descrlptlons and prepare a bul-letin board dlsþlay understand and desc¡fbe Dlscuss-the fundamental steps word the fundamental steps ln processlng. in STEPS IN I{ORD PROCESSING word processlng. l. Origlnatlon - how t,o express ldeas 2, Productlon - how to produce ideas J. Reproductlon'- how to make copies A " Ffling - how to save fdeas flo the future 5. Distrlbuttng - how to transmf ldeas to destlnatlon - GOALS AND OEJECTIVES TEACHERSO NOTES AND SUGGESTED ACTIVITIES SUGGESTED MATERIALS E. Applications of Word processlng The student shouLd be able to; Emphaslze the orloination of ideas throuclh lhe KEYB0ARDINc: dictation of

Emphaslze reprographlcs, the preparat.lon ol Word Processlnq: Conceots and mas[ers tor the dry copylng process. Dfscuss the use o i. the typówritêr,"frfuÀtiãÉions, dtagrams, J.ayout, etc. Have the studentó prepare masters for dry copylng and 9::lglror [ransparency llg masters. Word Proces_slnq 1n the Modern Emphaslze keyboarding composf tlon, proofread_ tng, and edltlng skllls on the eLecirlc and elecfronlc typewriter flor students with l{ord Processlnq (Rosen welL-developed typewritlng sklJ.Ìs et aI.) " Iri?!9" fleld trlps to buslnesses and asstgn a research- report to be prepared and based- on the fleld trlps.

ANCILLARY FUI.CTIONS AND SERVICES A. Corn¡nunlcatlon

The student shouLd be able to: Discuss the lmportance of the anclllary functfons H in the con¡rnunlcatj.on process to facllltate È l. understand the need for olflce processes/procedures. \o and the purpose of varlous communicatlon ancil.lary functlons and servlces;

2, ldentÍfy specillc commun_ Identlfy icatlon and dlscuss the use of telephone and ancillary postal servlces as ancillary communtõation functlons and services; functlons and services"

Acqualnt the students with Lelephone equipment and servlces, Invlte guest speakers, use ljlms and/or dlrecto¡les From the Mãnlloba'TelephoÃe- System.

Asslgn a research proJect t.o the students to describe the various types ol postal services and classes ol malt, lncludlng electronic maiL. use a guest speaker, or a fleio [iió-to tne post office to examine malling routines. (;oALS OtlJt:CT tVES TEACIIERIS NOTES AND SUGGES'IED ACTIVITIES ^f'lt) REFERINCE AND SIJPPOÍìT MAIER IAI

tl . r-un an inven tory progr.¿m Ixp I a i n, demonsl rate, and have i-lle studenls Refer to blbliography and produce output. conrplele the fol lowlng: for sc¡ f 1- ware and programs for an i nven- tory system. ,a) crea'l-e a master f lle; b) record clranges ln lnventory resulilng from sales, purchases, losses, sales re'l ur¡rs, and purchases ref urns; c) prepare reporls from lhe program/s" (;. Gene ra I Ledger Sys.tem U Þ I he s tuden l shou I

Encouraqe lhe slu

to compu-lerlze slmple and rrìore complex general ledger sys tenrs .

Discuss tlre ou1'put a buslness can obtain from a general ledgor systom. Emphaslze .Ìhe follow_ lng maln types 'and. of oulput: lncome statement balance sheet. Explaln the purpose of each of these types of output. prepare änd,/or have the students prepare charts, posters, or bul le_ tln board dlsplays of examples of lncoms stafe_ menls and balance sheets.

llave tl¡e students cornpare manua I and automated melhods for processlng dala ln general ledger sysfems. 5. run a general ledger Exp I a I rr, demonstrate, and have the students Refer to blbl lography program and produce complete the fol lowlng: for soft_ oufput. ware and programs for genera I ledger system. a I enl'er company master lnf ormat lon; b) enfer account numbers and names; c) enter a varlety of accounllng transactlons; d) prepare trlal balance, lncomã statement, ba I ance sheet and other reports ava i I ab le I ronr I he p rogram/s . H Lt¡ lt. O l her- {Jus i ness App I i cat lons ts f'lOJ!' Comp I ete two bus I ness app I i cat f 'tlr lons rom ls sect lon . I f t ime ls ava I I ab le the s1'urk-.r¡ ls shou ld have .the opportun lly to cornp le lo more o f 1.hese app I I cat ions. I lre s luden.t shou ld be ab le fo:

recogn I ze ol lrer bus lness ldenti fy and show the students appl icatlons; examples of the Examples of buslness appl lcafions fol lowing bus iness appl lcatlons : Accountlng texlbooks a) word process I ng; b) records managemen f; Bus c) manufacturl i ness, f lnanc ia I , and ma ttr- ng I nventory; ematlcs textbooks d) f ixed asse.t Invenlory; e) f lnanclal mathematics (amortizailon sched_ 9_ata lrocess w I th App I icat ions ules, depreclatlon, simple and compound lng ¿na ed., Reston publ ishlng Com_ lnl.eresl ) ; pôny, lnc", Chapler ZO f) busl ness simulatlons (economlcs, agrlbusl- ness, real estate, insurance, al rllne, GOALS AND OBJECTIVES TEÂCIIERIS NOTES AND SUCSESTED ACTIVITIES REFERENCE AND SUPPORT MATERIAL

stock market appl lcatlons, marketlng appl lcatlons). 2. exp la ln tlìe purpose llave l.he sf udents exp la ln the uses bus I nesses of the buslness make of the buslness appl lcaflons. app I lcat lons;

3. descrlbe the structure llave the students locate examples 'l of the busI_ an

Data l'!oçs::!g 102 CQPOL Programmlng. 2nd ed. Toronto, Ontarlo: John wltey anã-sõñJl-Tszl. Tex tbooks Note: For addltionar De Rossl, Claude. reference works, refer to the brbr io- Learrrlng BASIC Fast. rev. ed. fìeslon, graphy for Data processlng Vlrgirria: Res@ny, lnc., lglg. ZO2. (Dis'lrib,ied by Prenf lce-l-lall Canada, lncorporaterl .) Per lod lca I s Pillsbury, will¡ur, F. conrpuler Augmented Accounilng: cornpu- Refer to blbl lography for Data processlng Gr¡ ide O.e . lrrJ e,t. 202. nutrt isfr-äg Cornpany, lg7g. Audlo-Visual Material s

slre I I y, (ìary B. , anrl rhonras J . casllrnan. lntroducf lon lo com- The fol lowlng audlo-vlsual materials ps,lÎf,s grtd t)ala Processing. Fullertffi are avai lable from Coronet I nstruct I ona I Med I a, Lfd . 200 Pul¡l i sh i ne Cornpany, , Steelcase Road East, Markham, lD6õ. Ontarlo LIR lG2.

Stern, Narrcy B., and Roberf A. Stern. COBOL Programm I ng. Fi lmstrlps wlth Cassetfes and Handbook 2nd ed. Tor-on1o, Ontario: John Wiley and Sons, lnc. t975. " a) ffir)Advanced BASIC Technloues Reference Books - Data Handllng and Arrays (part ll) - Computer Graphlcs (part I I I ) DrAmico, victo' L., and Maurlce D. obonsawin. Baslc Accountlng. - Advanced Mathemaflcal Funcilons (parf lV) Toronto, Onlario: Copp Clark pitman, l97g:-- The fol lowlng aud lo-vlsual materlals are aval lable from ts l-l Prentlce-Hal (¡ Kaluza, . J. Accou nt i ng : A Syslems Approach. Scarborough, I Medla, lB70 Bl rchmounf Road, Scarborough, (, 0ntar io: McGraw-tli I I Ryerson, Ltd., 19J6. Ontarlo MIP 2J7:

Kaluza, H. J., an

Accountlng I Programs and Soflware - - Accounf I ng I I - Genera I Ledger The fol lowing computer leachlng proJects I lsted ln the - Depreclatlon student workbook t. A"."rp". "ry!-jJg!y_9$þ aval pET lable for 2' TRs-80 Buslness package il (EDoo4) (drskette or cassette Commodore and TRS-80 microconr¡¡ters. Send one 5 l/4 lnch, Gpe,_..-- double densi ty, slngle slded dlskette to Curricu!um Develop- ment and lmplenrentation Branch, Room 4ll, llgl portage Avenue, - Annultles Winnlpeg RIG 0Tl, for copfes of the projectsl - Loan Amortlzation - Bank Reconcl I iatlon - Stock Market Slmulation 2 TRS-80 Business Packaqe lll (EDOll) (dlskette or cassefte General Ledger I Q6-1552') Tãpel-- Accoun ts Recelvabl e Q6-1555\ Accounts Payable (26-l 554) - (llrarl of Accor¡nl.s Entry Dlsk Payroll (26-8556) - J

- Process lnq f - Dlsk No. I - The Data Entry Dlsk (6916471) !'tord ,L9lgg"_-!!_Sjudents Us lng the Commodore - Disk No. 2 - The posflng Dlsk (6g364:.i:,) I! - Dlsk No. The Malntenance f - Dlsk (69164g0) software packages - Dlsk No. 4 Future (69164g5) and program projects are availabre from the - Corporailon Data ls a fol lowlng user groups:* data dlsk for a complete set of books. - Wlnnlpeg Mlcro-80 The fol lowlng software package, prepared by personal Ih" Userrs Group Software, - App I e Userts Group lnc., ls aval lable from computer.land stores for these puters: Apple (4gK), mlcrocom_ - PET Userrs Group ll Oormodore PETICBM (f2K), and IBM Personal Compufer (64K) :

Vls.lcalc feafures an erecfronrc worksheef for sorvrng varrous xlnformatlon number problems about meetlng tlmes and places related to the fol lowlng buslness fuñctlons: groups for the above ls aval lable by cal I lng 474-g574 or wrltlng iã noom ts 328, Faculty of Educailon, Universlty of tianltobal (n - Forecastlng and proJectlng: cash winnlpeg, Or flow, sales, lnvenfory, Man I toba . productlon and purchaslnE levels, product/nariet growth, lncorne sfafements, balance sheets. Note: For addltlonar programs software - Analyzlng: sl'ock fructuatrons, proflt and ross statementso refer to the brbr ro- graphy for Data processtng 2OZ. structural deslgns, real estate lnvestments, personal ex_ pendltures, buy vs. lease, agrlcultural crop refurns. - Computlngl trust fund reports, sel lerrs and buyerrs closlng costs, prlclng, taxes, proposðls, Job cosfs and maferlal est lmales.

- Plannlng: new busl¡ssg ventures, budgets, workloads, adver- tl slng med la schedules, offlce space expansion, flve-year plan, prlclng. APPENDTX H - PROVTNCTAL CURRICULUMS--SASKATCHEI^TAN

CoMPUTER APPLTCATTON IO, 20 AND CoMPUTER SCTENCE 10, 20 30 (pages 26 31) lsB

COMPUTER APPLICATIONS 1O

Course content i ncl udes :

- objectives selected from the General 0bjectÍves (as defined and recommended 'in the prevíous sectÍon) - wond process'ing objectives - electronjc spreadsheet objectives"

I.JORD PR0CESSTNG SKTLLS/C0NCEpTS/TtRMrN0L0Gy (REQUIRtD)

Students wi I I be abl e:

CA.l,lP-O 1A

To perform the folìowing fundamental procedures in operating selected word process i ng packages : - load and run the program - access disk directory - I oad exi sti ng text fi I e - save text in memory to disk fjle - prepare the printer for processing output - direct word processÍng output to a printer"

CA.l^jP.O2A

To expìain the funct'ion of jmbedded formatting commands and control chanacters as these are appropriate to the processing text"

CA-t,JP-O3A

To perform the folìowing basjc text-entry procedures:

- use the keyboard features and command keys as required (ê"g", control key, escape key, cursor controìs) - enten appnopriate controls to define margins, ìength of physical page, ì ength of pri nted page, and ì'i ne spacÌ ng - enten text with attention to standard paragraphing styìe"

CA-l.lP.O4A

To perform the foì low'ing edìting procedures: - move the cursor about the screen and through text (stepping" scroììing, etc") - delete and insert characters - delete ljnes of text and ìnsert space for addjtion of text - disp'lay formatted text to the videoscreen - jdentify and correct errors in text" 159

cA-r,tP-05A

To demonstrate the ability to transfer a block/range of text: from one - ìocation to another within the text in rnemory - from text in memory to disk file - from text saved in a disk fiìe to another text fire" cA-t,JP-06A

To enter text vja the keyboard from copy provided" then proofread and correct errors as necessary to produce error-free output " cA-t,JP-07A

To impìement the fol lowi ng text focmatting controìs: - centre text - i ndent text : adjust margr'ns within the document - change margi ns justi - fy text "

CA-l,JP.OBA

Ïo demonstnate skill in using the search procedures and repìace feature and related ( e"g " fi nd " hunt) as impl emented. cA-l,JP-09A

To demonstrate skÍil in.compostng at the-keyboard (e"g., paragraphs) and l:*: an essay of a few correcting errors in both speììing ano sentence/paragraph structure to meet expectai.ions"

CA-I,JP-T OA

To implement the foljowing page_or-iented controìs: - prov'ide paged output suitabre for different-sized pages - f orce a new page (rncondi tionary an¿ conJÍ iiãnary-' -. - provi de page numbers automati cai ty - impìement footers and headers.

CA-HP-1 1A

To demonstrate ski I I in composing, enteri^g, editing and processing a business ìetter in accordance wirh a stanãard busi"Ëir-riyr." CA-I,JP.I2A

To demonstrate awareness of s'imi'rarities and di f packages ferences among word proces s i ng throuqh hands-on introduction to a secon¿ word-processor defÍned by the core objectjves. to the degree 160

cA-HP-l 3A To describe, using appropriate terminologyr sorne of the di fferences between word processors. simiìarities and

CA.HP- I 4A

ïo enter, edit" process gnd the text for an essay or report wrÍtten studenr for submission and grading prrpàr;; by the ¡;;isubjecr of rhe paper nay reìate :;,illr'iio:;:i":lî;'";i.îïioîî..-'."quï..'"nii ior some orhen crass in w-ni.À an;

TXTTNDED I./ORD PROCTSSING SKILLS/CONCEPTS/TTRITNOLOGY (SUPPLEMENTARY) Students wi I ì be able:

cA-r.JP-l5A

rhe abirirv ro rink fires l:.ffïi:rrare as is necessary ro prinr a rensrhy

cA-t,JP-t 6A

Ïc impìement variabìe bìock repìacements as required to prepare form ìetter-s. cA-tJP-l7A

To use extended editing features as availabìe such as phrase-orjented commands {::i:','Íîl'låi,ff:';.!ii';;-;;;;' etc') ';;i;'-;;r,;; ;;;.ioi'iioo¡,uo,ract, CA.I,JP.18A

To impìement spec'iaì printer features as available (boìd face, enhanced stze' underrine, change pitch" change character characters (e"g", font,-"t.lj and imprement speciaì super-/suo-icripti, non-úeyboãio .nu.acters). CA-l^/P.I9A

To impìement a speììing checker program. 161

ELECTRoNTc SPREADSHEET SKI LLS/C0NCEPTS/TERMI N0L0GY (REQUTRED) Students wiìl be able: cA-ss-014

To ìdentify software and hardware requirements fon running eìectronic spreadsheet packages on a microcomputer (including instaììation of copy protect'ion devices, ]f any; expectations for program back-up), and perform required proeedures for loading and running the program.

CA-SS.O2A

To use the folìowing terminoìogy, as appropriate, to describe a var.iety of basic procedures with the spreadsheet: - controì paneì prompt ìine, edit line, entny contents line - window, row, coìumn" - entry posÌtion, coordi nates " CA-SS-O3A

To enter a given set of labels and ìnteger (or doììars and cents) data to the spreadsheet and demonstrate skilì in associated procedures, as appropriate to the program:

goto command 'inserting, deìetÌng, editing backi ng-out-of-i nput, escape-from-i nput use of appropriate procedures for fixing an entry to a positjon cA-ss-04A 'integer To compose or set-up spreadsheet dispìay invoìving (or doì I ars and cents ) data and variables (formuìas) representing an appìi cation of the spreadsheet to probìems of rejevance to the student" cA-ss-05A

To modify dispìay of the spreadsheet as foììows: - change width of coìumns - move entrjes to new locations on the spreadsheet by row or by coìumn

CA-SS-O6A

To deveìop ski l l Ín entry of variables and formulas usÍng the cursor-pointìng mode in the context of student-generated spreadsheet solutions. cA- s s-0 7A

To utiìize an existing spreadsheet tempìate or modeì, adapting as appropriate, to solve a particular type of appìjcatjon-probìem. r62

cA-ss-08A

To execute spreadsheet procedures associated with saving and ìoading data ln 'sheet-format' to and from dÍsk storage, incruding (as appropriate):

- execution of the clear-workspace command - use of appropriate file-naming conventions - use of dÍsk-preparation procedures - awareness of conditions that cause an overwrÍting procedures of existing fÍìes - to be used when using more than one disk driv. ' - defauìr condirions when fÍle is-nor speciilãJ- - use of delete-file procedure. cA-ss-09A

To demonstrate understanding of the relationships between constants and calcuìated values on sample spreadsheets recalculations uy preåÍctíng the effects of in cases where changes are ìntroduced to constdnts. cA-ss-l0A

To output a spreadsheet to the p-inter" in whore or in part.

cA-ss-1 1A

To control for-mattjng of data 'i wjthin entry positions by s e ì ect ng Fo rma ê"9", doìlars and t mode cents or Ínteger mode" ãnd left and right justi fication. cA-SS-t2A

To use one or nnre of the buirt-in functions of the spr-eadsheet (e.g., (òsum, @min, @max, (¿count, etc", or equivaìents) "

CA-SS- 1 3A

ïo insert rows/coìrrmns, to deìete rows/coìumns and to use the spìit screen capabilities of the spreadsheet program (if avaiiuoru).

CA-SS- 1 4A

To design spreadsheet soìutions (invo'rving impìementation of core spreadsheel functions) to a probìem of reievance to the student.

CA.SS- T 5A

To design and Ímpìement a tempìate as an ajd to the soìutjon probìems of relevance of a cìass of to the student " 163

EXTENDED TLECTR0NIC SPREADSHEET SKTLLS/C0NCtpTS/TtRMrN0L0GY (SUPPLEMENTARY)

Students wi I I be able:

cA-ss- 1 6A

To transfer data from one spreadsheet to another spreadsheet and, where poss'ibìe, to a word processor"

cA-ss-1 7A

To investigate cases where a change in order of spreadsheet calcuìation (oy row or by coìumn) yieìds differing values, and to demonstrate abiì'ity to guard against design errors due to order of calcuì at'ion" cA-ss-i8A To utilize a ìook-up table"

CA-SS-1 9A

To discuss effjciency strategies for using the spreadsheet space t,o best advantage " cA-ss-204

To'impìement graphicaì dispìay of data, as available with the spreadsheet package in use"

CA-SS-2 1A

To demonstrate awareness of similarities and differences among spreadsheet packages through hands-on jntroduct'ion to a second spreadsheet package. .APPENDTX I - PROVTNCTAL CURRICULU¡4S--ALBERTÃ

OFFTCE PROCEDURES TO.2O.3O (Module 5, pages 19 2L) BUSINESS EDUCATTON LO_20-30 OPÎIONAL MODULES

(liodules L4 , and. 15, pages 43 45) 165

BUSINESS EDUCATIOI.I }{ATRIX

(15)ó fYPEt¡RlTtHG (¡0). sl¡oRÎHrJ{D (IO)' OFT¡CE PROCEÍT'RES (¡0). t^s¡c EustrËss

ti.ybo. rd fng ¡. ShortÀ.od Thæry I l. Struccure of thc I. C¡n¡dl¡n ùqtq€.3 Bql¡ø. Offlcc N€ybqrdldt. C.ûrêf- c Shorthcd Th€ory 2 2. Pcr¡ru1'Ftùqt.¡ lûg rnd T.bul.rf6 2. P.ru@nêl ln . chrough th. P I¡@ los c 3. Shorchæd fhcory I Bqfoq¡ Offlcc L 3. Lttên 6 Esa.yo E 4. Shorth.nd thcory.' !. So¿ll 8s.laø. E Bú l¡eaa Cæualc¡t L 4. Repo rt. Dlcß.cl€ ¡ ¡r.É- l{ú.g6ca( ¡ erord z, 4. RccgEd¡ and c 5. l¡ct€r ú Ρblc. cr1pcr.6 I H6.g@¿nt E 1" E€@@l< Coccpc . for E 5. Iofom¡t1ø 6" ll¡ôqcrlptr 5. Shorthud Thcory. 5. Coo.lær Ctcdlc, Dlct.tt6 I Îr¡q¡- Procø¡fqf t c 2. T¡bls o B6f nq. crlptld 2 E 6. l{e.B@cor. E 6. Clcrfc¡l FotE. ¡ Ff oucl¡l Routt¡q lcchalque 6. 59æd l1rruçdp3l6 cr rrord le?orts E 7- S¿crct.rûl SLlll Sulldlng t RouEloq 7. . lnour¡oce 8" Bw f n6. C€rrøpm- E 8. Offlc€ Spcclsltl.ó I 8. Sarll Boofe¡o dcncê Sp.ed ¡ Îr¡n.crlprlm Sktll tulldlqg 2 E 9- Offlce Sp.cl¡lt1¿s II llú.8€cn( ¡ I o Speclellzcd Produe (5fÞslÂrloa) tlon ¡{Fpllc.tt¡É 8. Sgccd É lreorcrlgttæ E 10. Olflcê SlÞul.r1ø I SLfll Bulldfng 3 lr lo. Productlon PpJ€ct. 6 ã¡víd Specd t lrrnrcrlpclm I Stl.ll Sutldfns ¿ ll. Profeerloq¡l lo. Sgccd i Áp?IlcâEfon6 I Trrorcrlptfon l' S&tll EufldtnS 5 l¿. Profesfø¡l 1I ^ppllc¿(10É t: 13. Slel¿r fon I I{,. SfÈl¡rfon lI l;

{ ll, û Äccoor{TtNc {ro)o tuoorr*a I Oir. colpur¿R pRocEssi.\c (30t OpT¡Ofl,{r EUStlilss EDüC^J.toN IO, ?0. j{l ånC t::e 6a51c c I. l¡orld of Prrlctfog t. I¡troducEloo Eo Conccp ^cco@!lDgI s l. Eølnosì Co¡uotc¡c¡Le E 2. X¡rkêcf¡S Ré3c¡rch Cæpu(e19 - Devtlopacoc z. Jñn¡lf¡1n8 ¡od l¡. Ove ryt@ lnr ic Fd¿1n8 E 3. Dl¡trtburlon of coodg of !o. 2. Bualæ¡a C66qntc¡Ct6 Lcc:iyrcel 6d SGwlcc! ProgråE1nB Loguegc - Prâct1c. Cæ?lêrln8 ¡ôd rhc c Z. C@putcrs 6d Soclcty ' l' AccærElog Cyclc ¿. Pcrchúl¡g t Cootro¡- 1. Eualn€as CæÊ€l€¡c f q lee I ¡lng Hc¡chodt.c c 3. ProBr@ D€Élgn - Inttg¡¡¡16¿ lc t,lcrchrndl.c ^cco6t 5. sd S.tcs E !. Ovêwfcs of Sof¡s¡re 4., Eualn€€6 C¡¡ccl.tldo I End{f-Yc¡( AdJu.r- ^dvcß18¡¡ßPr@otlq i¡ ¡cnt¡ 6 8-Colun E 5. Appllc!¿tood: D¡(. 5. Eqfne¡¡ C¡¡cul¡tf@ 2 go! Lr hêc t ¡ 86. SrIcaÞ.n.hlp Enrry I 6'. Eu¡lneso C¡lcqI¡tlæ l E ',|. Dtcp I a.v ls 0?cfon¡ I Accoútlng 6. lcsrlon6 : gord 7. 8¿cord ^?pl Rc€pfog ¡ f¡¡k¡ 88. Prfclnt od FlD4clal P rocê.!1 ng 8. nacord Xêcpln8 1. vouchcr Sy6t€ od 1vlt fc6 7. AppIlc¿EloE: 2 ^ct 9. l.€cord E¡J-of-Ye.r Adlusr. E 9. 8¿¡c¡rcå Ilodul¿ S lEu lå( 1æs Keepfns f E. D¿p6 rrÞocr ll,¿ cd F!¡dåEeucale of 10. Bu¡lncss ¡r.ê¡rah á4co@tlD6 Inpur/Outpuc prcj Gcr 9- P¡¡lnêrsh1ù.nd 9. ¡otradlccl€:c t! GoG! gc!:i!ú .nd Cúapor¡i1ñ,t coqtl Ådveced Cæpute r Careet Daw€¡opo€rt Pro8Ee. fcchnlqueg C6rE A€couqElng !2. ùlcÊa lypfdS t E lo. Ádvæccd C@pucc¡ F1¡uc1.f I3. Drcr¡ lyp:ô5 z .{¡rty6f. Progre. Techû1qsc. Sfoql,¡c1q ¡1. gord Ptoccsstaa I Extcnded P rogrselng $ ^cc@ncfngI 15. goid Proj e:r Prô:€sE1ôc Z + ,{cc@nc1ng SfBl,.E1e E 12. Gr¡ph1 cd I6. Euloe¡. Slal¡r!6 lI; Cæpúcerlzcd og E 13. SystcE M¿ ^acoúEf Pro8re ^r¡åly6fsDcveloF6or E !¿. I¡t ro. ro Scc6d (H f gh Ld€l) ?re gr@fng laguagc 1d S€cæd ^pplfcacfood(Hfth Lcv€¡) Pro- 6 rlEf ng L&16u¿6e E 16. E¡r6ded Projcct ln Seced (8lgn Lcv.l) LsBu¡g€ H¿ch10e/^s5@bty Lo Bu¡Be dfc6 ¿s¿1,¡¡5i€- Rcvf¡cd El O8 15 c p.caa

HODULE 5: I}ÍFORH.á,TION PROCESSING

Stacus: ElecEfve prerequl.siÈe: Hodule I lypewri c fng: Hodule 5 (recomended) Purpose: To enable Ëhe studenc Èo undersÈand che the routlnes related to proces6fng of study of proceduree, equipoent, and people. lnforoatfon through NoÈes: The erophasls of Èhls aodule ls on developfng an aÍrarene66 0f the data processrng' r'rord proces"in; i-";;-rr (froo.h" coNcEprs ¡erated Èo grord and developfng operaror sktll o;;i";;r strand) shourd be used for on "o.ã ;.;;;"stng equlpoenr. Equlpnent: student' have an acceas ro dicrarfon ¡:.::"Ïilï;]ff:.:::t equlpmenr and daËa and/or r¿ord

TEACIIINC NOTES

The scudent ¡¡fll:

DevelopmenÈ revlerr the hfstory of processlng Electronic lnfor-¡ Èfon Inforoat fon P rocess Lng recoguÍze that technologlcal advances and fncreased labor cosÈs have prooot"¿-tfr"' use of electronlc proceeafng of inforuatl becone ar¡are of Èhe ¡¡lde varfety of fnforoatfon processlng eq.rlpreni avaflable to-nÌeet Ëhe specffic needs ãf b."fo""" and fDdusÈry

undersÈand the basfc lafornatlon procesefng procesa - Ínput, output, atorage, proceas, and distrfbution

Terninology understand the Eeatrlng of and be able to apply terus epeclflc to the proc.duree cechnology of infor¡oarfon pråcessf;;-- "nd-

Organlzatfonal conpare tradftlonal and ædern offlce Concepts for organlzaÈlon Prepare a dfagrao of lnfornatfon Inforuaclon processlng cencers Processfng Centers recognize the basfc lnforoaÈion processfng 6ys teEt6

explaiu the p€rsonnel eupport sy6teos neceasary to u8e the equfpoent efflclently

InforoaÈ lon recognlze Èhe functlon Processlng of varloue pfeces Equipment of lnformaÈfon processfng equfpaeni

understand che relaÈlonship of equlpoenÈ to Lnput, ouÈput, atorage and distributfon of lnforn¿Èlon 167

}IODtrLE 14: IJoRD PRocEssING I

, SBrtu6: Elec!1ve prerequlslte: None

Purpose: uÊe of cexE edfÈ1û8 i:,::::::"ï :::.";:::Ï";:r:n" equlpueur aod develop ek1l1 fn Êhe basrc Noccs: - i:iJ:låï i::"ii:S:.":"ïI.;:orrrlu'rcaulpaenr shlch hes a r'o1ù,. of 32K Ee'ory. RecoæcsdacÍoa: Seudc¡ts PleanlEg Êo dcvelop rrord- procssfag skirls for þb-entry should heve a prercqulslce of lypenrlciag, Ìfodules 1-g.

?he srudeot r¡ll1:

lenrluology u¡derstaud and bc able co apply approprla tcms relaced go ¡rord ptocessfng

Equlpoear ldeatffy lhe part,s or- che uord processor; f11 eraunle, dÍsp1ay, screen, dl6keÈÈe, prlntcr, ccncral processlug unJ.c, and ' keyboard

e¿¡e of Eardr¡ere EecogÉ1ze che luportance ¿nd Soft¡¡are of proper care and oaiateuance of hard¡¡are àoa'"oecr"iu asd-deaonsirace proper prccedures uhen diskecce, -:ll1l1rS. changlng rlbboos/prlur yl.:¿", Ioedlng paper, and scorieg dlskecccs

ûae of Vendor becooe fealllar r¡ich and uaderstaod che Support l{a¡uals uge of veodo¡ uanuals

refc¡ co vendor oanuals as ûeceasery lapuÊ Procedures recogr¡lze and deooos¡race afflcie¡t procedures fcr luput of tufortra,Eloi aa¿ oaEa

For¡at Fuuclloas ldentlfy a¡d deoonsrrase che proper uee of foruac 5unctlous; such as, cabs, uarglue, cu¡sor pos1tloa, cetcer poalElon, page ouober, llne û¡Eber, docrrroen! naue, and diskecce oaae r68

Produccloa ctrac€ docuoencs Ln Appllcaclous oaflablc for¡ froa a e¿¡l€Èy of source docuEenÈ8 la lcccc¡ ñ¡auacrlpÈ foroat aod

Edlllag and revtsc docu¡encs þ lneertlcg, dclccfng, Correccfoa FuocEloos Eoç1u9, aud gearchlag

chaoge docu.oeoc fortrac b/ adJustlng oargÍns, llne foroac, cabulailoa slccloge, aod page foruacs

S:orage and É..a,ue, relaûe, aud score :{âlegeceûr of Inpur docuuencs ostre, reuetre, and scoEe dlskecces

delece docr¡¡eu.ts aod clear dlsketces reco8:!,1ze Ehe ltrportauee of --{ncaln1ne reference docuaencs eor ereccroJ;;ll;" sÈored tracerlal

Oue¡uc ?rocedures be- eble produce co oaflable slngle and oulcf-page docuoeoÊs ru ," æriãi;";-;.y uuderscaad ehe pfocedr¡res for pagloatloE, Jusclffcaclono and hypheuaclon -e----vs' de¡lonslrace efflcieue procedures reErleval. fn of dlskectr through vlsuar and prlae *"otilt""Ès

DupllcaEloa deoons¡race proper Procedures procedure for oupllcacloo of LafonuElon for back_:p sËoragc

Speclaifzed Equltuen becooe faoillar vfÈh che speclal FeaEures ava1lable features ou parllcular equlpuent fa u.", such as spell fuocclon and graphfcs ' r69

HODITI.E 15: ÎJORD PROCESSI}IC 2

Stacus: Elec!1ve Prercquistce: Ilord proceselng I, t{odule Recoooend: Typerrrlrlug¡roã"rå.-i_ãl- 14.

Purpoee: tn thc cflci'cut use of Ecxt Ïtff:::::"sk111s edlrhg equlptreûr chrough approprlaee production Not,ês: equrptreûr ¡¡hlch ä::"H:iå:.îil i"å:ff':j ::J"i;Íi:i:, hos a arníur¡u or 32K treoc,ry

the erudenc rlLl:

Procedures e¡d conlltrue co deaone Process !¡acc correc! rrord plocesslug procedures ¿s fntroduced developed and tn Hodule ta, rr;i-9:=]-:l=ä=' :

Oee of Equlpoent and deuonstraÊe proper care Resources gof guare of hard¡¡are aad

aake approprlate use of refereoce oacerl

?roduc¡fon prepare a ra.lety Appllcaclons of naterlal utílfztae ar.¿ Ehe fuocÊlons of the ,ord processoi 1n che production of lercers, ;;;;;;i;.. aad br¡siness reporÈs, buslneås ;;J----'--' 6iaglsÊlcal cabfes, buslaess lebeIs foras aud

i::1":: docuoeurs pertalalng co spccla erea of busftess such d.s: io"rrr"o"., legal" aedlcal ard ?crEochetfcal deoonscrate proper use of lfst processlug, table. gene:aE1oo" aud aulcfple_¿;;;;--, tuuctloDs

ldl:fug aod Rev! s 16s use avallable correc!1on and reçfs1on fuoctlons ta an efffclent Eenncr

Secrage of Docuuents uerge' eod åäiï"ïitl' reuaoe doc'oenÈs I70

ÎEACHING NOTES

In fo rmat ion becooe asare Processing of the needs and probleus Equipaent relaÈed to havlng lnfor¡aaelon processfng ( conc t d) equlpuent ln rhe offlce

InpuÊ Procedures undersËand the use of che varfous fnput devfces - portable unlts - desktop unics -- ceucral sysceûs .- celephone tle-lns deEonstrate Ehe proper procedures for lnputfng lnforaatlon on dfctaclon equlpnent

evaluate recorded dlccatfon for proper dfctaÈ1on cechnlques lncludlng pio*riafrrg all necessary inforoatfon and use proper edlting ekf1ls

dictate naterlal and ln6tructions Èo another person on a person-to-person basfs and on a r¡achfne

Proofreadlng and recognlze the loportance of accurate Edlr tng proofreadlng

ldentffy and correct cofoEon errors ¡¡fthin Ëext and foroat demonsÈrage efffcfent proofreading skills uslng:

- paperball trerhod - couparlsou of copy to che origfnal - eopyholdtng - vfsuaL Bcreeû

use accepted proofreading syubols develop facflfty in accurare and efflclenc proofreadlog skflls

Scorage of glve reasons for esrabltshfng a ffllng Inf or¡¡atlou systetr

deflne Ehe CerErs: loggfng, log sheec, nark code

llsc sreps ln logglng Earerfal L7I

Storage of uûdergtand hor¿ Iaforoaclon (cont rd) a oark code at che beglnning and end of each ao.r.r."ir la efffclenr recrieval "r¿"- keep a log of oaterials cranscrlbed for a deslgnated perlod

explafn how a llbrary of recorded 1e establiehed Eåcerfal

explaln hog co retrfeve ecored tnfortracfon. rhe ioporrance of coutroleTll::":and eqvÍronuenral

deflne terua relaÈed co flle handlfug laf oroaclon proceselug equlpoent develop sesreness of Èhe fmportance of efflcfeat retentlon procedurea

Reproductfou becooe asare of Èhe varlety of equfpaent avallable ro Èhe buslness árii.J'lå"-=" reproduce lnforn-cfon decfde r¡trlch oethod of duplfcatloo le Eosi sulcable ¡¿lthfn s varleÈy of sftuaCfong and clrcumscancea

Dfserlbucfon deuonstraÈe awsreness of che wfde variecy of dfstrfbutlon nerr¡orke avallabl. ;;;-' transûlctfng lnfornatlon lnternal co-itr. office and external to the oefi." APPENDTX J CURRTCULUM OUTLTNE, H. BEARG STÜDY 173

VüORD PROCESSING COURSE H. Bearg Study

Rationale

Businesses are rapidly going to sophi-sticated. word processinq equj_pment in their offices, thus making the current training avair-able in the high schoors inadequate" lve are still training for offices of the 1950's and 60,s" lvord processing is not a fad which will di_sappear. ït will continue to develop and expand. at a rapid pace. Business educators need to train students to function efficiently i-n the trad.itionar office but also to prepare them to adapt to new systems being used. According to the occupational outlook Handbook, the top growth occupation is that of the secretary for the 19g0-19g5 in rdaho" New career paths for both males and femar_es are being opened through word processing systems " lrle need Lo make changes in the curricurum to keep pace with the business world"

Goals The goals of this course are: 1. To study word processing concepts and terminology 2- To deverop an a\ivareness of the'chanôi.rg environment otticã-" 3 ' To acquaint students of career opportunities the offi-ce in 4. To provide hands-on equipment training in cooperating businesses l-74

Specific Obj ectives

1" To provide students with basic understanding of the key j-deas of word processing ¿- To introduce stud.ents to word. processing and other business vocabulary 3" To teach students about tod.ay's changing careers office à To introduce students to the equipment of word processing and its basic op"r.€ioi (function, capabilities, and. operatinã know-how) 5" To improve basic English sfitts of giammar, punctuation, and. spelling 6. To develop good proofreaáing and ed.iting skills 7" To develop acceptable machine transcripùion skilr 8. To learn effective dj-ctation proced.ureã 9" f9. $gveIop personal qualities and human relations sk1Ils desirable for job satisfaction on a job and success

Outline of Course The course will be a one-semester course for seniors " Prerequisites: Ir{inj-mum of 1 year of Typing with a rate of 40 words per minutes on a S-mi-nutes timed write. Business Communications would be helpful"

Topics 1. Word processing concepts and terminology 2" word processing equipment--kinds ana cápabilities 3" Career concepts in word processing 4" Machine Transcription Grammar, spelling, punctuation, word b),"1 Proofreading dj-vision c) Editing 5. Dictation and 1etter composition 6. General office attitudes skil1s and. personar rer-ations 7" Vüord processing simulation B" Hands-on machine training in cooperating businesses local 175

Teaching Procedures t. Lectures 2" Discussions 3" Role playing A, Small group activities 5. Films 6" Demonstrations by vendors 7. Guest speakers from word processing centers 8. trips to word proceèsirg o -Ii.19 ."rrÉ"rÀ-- J. Machine transcription--son transcribers a) Proofreading/editing exercises b) Grammar, spelling, punctuation review 10" !{ord processing simulalion a) Training on Electronj_c 75 typewriter j_n classroom b) Practice Set 11. Lab Practice

ïntroductory Hands-on offices: Machine Training in cooperating 1" 20 hours in 2-hour sessions 2" After school hours or as arranged by supervisor of the word processing center 3. No additional credit or pay period for students' training à supervisors will vorunteer their time and knowledge to instruct and train students d,uring pilot course EvaLuation plan: t" Evaluation of the course by cooperating processing instructors word 2" Evaluation of the course by the students 3. Follow-up of students ¿. state board for vocationar Education evaruation of program APPENDIX K LETTERS TO UNTVERSTTTES: BUSINESS TEAcHER EDUCAToRS L77

CORRESPONDENCE WTTH UNIVERSITTES TO OBTAIN COURSE OUTLINE OF BUSINESS TEACHER EDUCATION PROGR.A'M

COURSE REPLY NO OFFERED UNTVERSITY NAME RECEIVED REPLY YES NO

Memorial U" of NF' F. Riggs X X

Saint Mary's l4ichael MacMillan X X St" Francis Xavier x X Mount St " Vi-ncent Joan M" Ryan X X NB D" Beebe X X

Sherbrooke M. Stringer x X

McGill June Cooper X X

!{estern ON X X

Toronto R" B " V'Iilson X X

Ottawa Arden Walther X X

RRCC Louise Falconer x X

MB G" Porozny X X

Regina C" Kesten X X

Lethbridge H" M. Fisher X X AB x X BC Shirley Wong X X

TOTAL I6 L2 178

Dear Sir or Madam: r am currently.working on my thesis for my masterrs degree at the university-of Manitoba. My thesis topic deals with word processing education,. r am- interested'in learning about the business teacher education programs in each Canadian province. l,trould you please send me a copy of the course outline requirements for business teaðher education at your - universLty?- Ary other information you may have'rÀi"h might help me would aiso be much appreciated. Thank you for your cooperation. Yours for business education,

Eva Brown rl9

WINNiPEG, iutB I9B4 02 23

Dear Sir or Madam:

About one month â9o, f wrote to you requesting some information about your business teacher education program. I have not heard from you so I am writing to you again in the event that the first letter was lost in the mait. r am currentl-y working on my thesis for my master,s degree at the university of Manitoba. My thesis topic deals witrr word processing education. r am interested in learning about the business teacher education prog'rams in each Canadian province. would you please send me a copy of the course outline reguirements for business teacher education at your university? Any other information you may have which might help me would also be much appreciated. May r hear from you soon? Thank you very much for your cooperation. Yours for business education,

Eva Brown 180

I^]INNIPEG, MB L984 04 13

I .* writing to you to request some assistance in research _{oT *y masterrs thesis. f am doing graduate work at Ëhe university of Manitoba in the area-oÍ word pro""""irrg. ï wrote to you on February 23, Lg84 and have not heard rrom you as yet. r am wondering if perhaps the letter was lost or misplaced. would you please send me a copy of the course outrine requirements for business teaðher education gt your university? Any_ other information you may have which might É"i¡ ;à would be much appreciaEed. May r hear from you soon? Thank you very much for your cooperation. Yours for business education,

Eva Brown Graduate Student The UniversiËy of Manitoba APPENDIX L LETTERS TO BUSTNESS EDUCATTON CONSULTANTS 182

CORRESPONDENCE VTITH BUSINESS EDUCATION CONSULTANTS TO OBTAIN A LIST OF BUSTNESS EDUCATORS AND CURRICULUM OUTLINES

TNFO/WP CTIY / REPLY NO OFFERED PROVTNCE. NAIUE RECEIVED REPLY YES NO

St" John's, NF Patricia Davis X X Charlottetown, PE Gordon Bernard X X

Halifax, NS Brian P" Dwyer X X Fred.ericton, NB Arnold McPherson x

Montreal, PQ Suzanne Roth X X

Montreal, Pe llary Sullivan X X

Toronto, ON Tom Tid.ey X X

London, ON Alan Ï¡thite X X Scarborough, ON Trevor Baker X X Mississaugê, ON LiIy Kretchman X X

Winnipeg, MB Isabella Dryden X x

Regina, SK Frank Bellamy X X

Edmonton, AB Steven Kashuba X X

Edmonton, AB Sharon Pisesky X x

Edmonton, AB Fay Ruttan X X

Ca1gary, AB Sharon Prather X X

Calgary, AB Ray Harris X X

Vancouver, BC Robert Peacock x X

TOTAL l6 l5 183

l//innipeg, 'nß /984 02 70

Dean ßu¿ine¿¿ €,d.ucotion Con¿uLta.n.t : 1 am cu4nentLg,,wozking on my..fhe¿i¿ {on my me.4tez,¿ degzee at tn{-tfn1,1n"oi-ty o{" tttan¿tobai-'"ro deal-¿ wiÍl¿ '1 r.he¿L¿ roric aold pnu.-nooTng e.uca.tLoi". am Lnteze¿'ted in .l-eanning alsout the bu¿ine¿¿ ed.ucation ea.ch Cana.dian pnovinee. pnog,zam4 Ln 1 am uzifing t.o you to a¿k you to about' Íhe uozd e¿¿i¿t me Ln .l_eanning pzocez,,ing cLzzleur-"* ii y.oun pnovLnce. il)oul-d you p.l-eaze ¿end. *no o copy od the wo,n.d. pnocezzLng cunzlcu.l-um {oz you4 pnovince,?' "A¿')ul''lr"i¿¿ auppl'y me you p.Leaze with fr¿e n'ame¿ and. ,r feachen¿ t'eachlng uond pa,ocezzing in g.ou4"¿¿nà))å- Lndependent pzovince--eithen a4 an aozd. cou/L4e on wond. pnocezzing pazf od anothez cou,¿e^pou-noziÃ.g e.g: iypàri¿t';";: e¿ Any othez indonma.flon whieh you think mlghf be to me wou,Ld be much appneciafed.. uze{ur_

yo z uz co o pena.tion. a o un h.e/.p l"'Iï22-or'0" ";;"21::;::.{o Uoun¿ doa bu¿Lne¿¿ ed.ucafiorc,

€va ßnoun Çza.dua.fe Studenf 184

WTNNTPEG, MB 1984 01 20

Dear Sir or Madam: r am currentry working on my thesis for my master's degree at the university of Manitoba" My thesis topic deals with word processing education" r am interested in learning about the business educaÈion programs in each province canadian lrlould you please send me a copy of the curriculum outline for busj-ness education in youi-province? please incrud.e information about your *orã proãe=sing education program" would you also please send me the list of business ed.ucation teachers in your province risting the subjects they leacrr and at which schoor they are curiently teáching.

Any other information which you think wouLd help me in my studies wold arso be greatly appreciated. thani< you very much for your cooperation" Yours for business education,

Eva Brown 185

V{INNIPEG, l"1B R.

Dear Sir or Madam: would you please send me a copy of the curriculum outline for your province for the subjects office procedures, typewriti.g, and word processing" r 1* doing a comparison of these business education courses and would very much appreciate receiving this information from you" Thank you for your help" Yours for business education,

Eva Brown APPENDTX M - LETTERS TO PILOT COMMITTEE 187

I¡ffNNIPEG, MB R 1984 03 19

Dear ï suppose you 1re eagerly awaiting spring break--a much needed break after three-1ong months-since the last rrãiia.y. I am busily working gl *y thesis--yes, r jumped. from the frying pan into the firel r just å""ía not resist getting started on my research after Ltre seminar with last year on thesis writing. Dr. eórozny At this time,_r. am writing to you to reguest your professionar assistance. I-have_compiÍed a questiãnnaire -(baseä-on thesis. my topic of word processing'educãti"") which is to be sent to busi-ness educators i-n canadã. However, so many business before-t;; r send it to ed.ucators, r am wond.er'ini if ,iir a g.It of my pilot committee to scrutinize be ï know you the questionnaire. have an excerlent uac:

Eva Brown Graduate Student The University of Mani-toba 188

!{TNNIPEG, MB R 1984 04 09

Dear Thank yout r have received your compreted questionnaire" your promptness merits an award--congratulati_ons. r really appreciate your comments which wirr help to improve my questionnaire and, on a larger scale, froþeful1y wiIl help to improve business eàucation. Again, thanks so much for your help" Yours for business education,

Eva Brown Graduate Student The University of Manitoba 189

WTNNIPEG, ¡18 R. 1985 11 27

Dear

Winter is rea1ly upon us and Christmas just around the corner. I trust your school year challenging. is exciting and.

As you will recaI1, you participated as a member of my pilot commi-ttee for my thesis" your ñerp is much appreciated" ï am wri ting at t,his time to reguest þermission Lð include your name in my thesis as having pãrtiiäpated in my piiot' committee "

Yes, r am nearj-ng completion of my thesis" rt¡s been a Ìong haur but the light is visibre at Ërr" end of the tunner--- getting brighter every day.

Prease return this letter checked at the bottom of the page as to your decision i-n the enclosed stamped envelope. again--and Merry Christmas. Thanks Yours for business education,

Eva Brown

You may incrude my name in your thesis as a member of the pilot committee You may not include my name in your thesis as a member of the pilot committee APPENDTX N SURVEY INSTRUMENT: QUESTTONNATRE 191

QUESTIONNAIRE

SECTION A

l. Do you teach information/word processing?

YES NO IF NO, GO TO QUESTTON #9. IF YES, PLEASE ANSI^]ER THE FOLLOInIING: 2. rn which subject(s) do you teach informaËion/word processing? Office Procedures Typewriting Grade ( s ) Shorthand Grade ( s ) Data Processing Grade ( s ) Other Isubjecr(s) and grade(s)]

what 3. pre-requisite slcills do you expect students to have prior to enrorling in and stuäying informaiiã"lr"r¿ proces s ing ?

4' rn teaching information/word processing, do you teach: Theory/Concepts YES _ NO Hands-on with equipment/hardware yES NO

GO TO PAGE 2 192

2-

5. I¡lhat type of equipment and how many of each do you use?

MAKE/¡¿OOEL No" Dedicated/stand alone word processor MicrocompuEer Peripþeral equipment

6" ILå?"1riqtlig"? ,"r" fh: currenr graduaring secondary rever scudents adequately trained for job-ãntry in information/word proces síng?

YES NO Why or why not?

7 ' @, how can the curriculum f or informat Lon/ word processing education at the secondary level be improved to prepare students for ffie future ?

GO TO SECTION B, PAGE 3 193

3-

SECTION B

8. How many years have you taught information/word proces sing ? 9" How did vou attaín.your present knowledge of information/ word þroáessing? f ôr,ããr.' trrãsã-a;fiicabre) a) Formar courses taken during teacher education b) Self srudy

c ) rn-service r- eg: Business education conferences one-day workshops by school division/i".rrty e education oi'

d) Education journals and magazines e ) colleagues , crubs /associations , eg: Association of Information Systems professionals f Conferences ) /pre s entations /di s pl ays g) Manufacturer's representatives/vendors h) Other (please describe)

l0"@,a.re.businesseducationteacherstrained aoequatery to Eeach information/word processingi

YES NO Comment

GO TO PAGE 4 L94

4 ll " How can business teacher education be improved to educate teachers adequarery ro reach informãii;;7;;;ã-pià"""sing?

T H A N K Y O UI APPENDIX O LETTERS TO SUPERTNTENDENTS, BUSINESS DIRECTORS I96

WÏNNTPEG, MB

ATTENTION: SUPERINTENDENT oF ScHooLS Dear Sir or Madam:

I am currently working on my thesis for my master,s d'egree at the-university of Manitoba. My thesis d.eals with information/word topic processing ed.ucation. I am interested in learning about the business educatíon programs in each Canadian province. r am writing to you to ask you to assist teachers. in province me in contacti_ng information/word.your who are involved. in teaching þrocessing. would. you prease send me the names and addresses of such teachers- in your division? r realize that some divisions are quite large and an exhaustive list may not be available. rn sùch case, supply a list of ten wourd you please to fifteen names " r thank you very much for your assistance. your greatly appreciated. help is Yours for business education,

Eva Brown 197

WINNIPEG, MB

ATTENTTON: SUPERTNTENDENT oF ScHooLS Dear Sir or Madam:

HELP !

r am currently.working on my thesis for my master,s d.egree at the university of Manitoba. My thesis topic d.eals with information/word processing educalion. I am interested in learning about the busi-ness education programs in each Canadian province" ï wrote to you requesting names and addresses of teachers involved in teaching information/word processing in your province but have not heard from you yãt" since my thesis is natj-onal r need to hear from you in order to present accurate statistics about what is hapþening in schools. Also, since ontario has the largest poþulation in canada r need. to survey many teachers ln onlaiio in order to be proportional. Will you help? Thank you. I know I can count on you. Yours for business education,

Eva Brown 198

WTNNTPEG, MB R 1985 01 31

ATTENT]ONT LE SUPERINTENDENT DES EcoLES Cher Monsieur /chére Madame: Actuerlement j_e travailr-e à ma thése pour ma maîtrise à I'université de Manitoba. Je traitè le sujet information,/traitement de texte. Me me suis intéressée ì apprendre des programmes d'éducation d,affaires aux écoles sécondaires ãans chaque province. Je vous écris pour vous demander de m'aider à trouver des contacts avec des professeurs de votre province, qui sont dans ce programme. Pouvez-vous m'envoyer res noms et r-es ad.resses de ces professeurs dans vos divisions scor-aires? Je me rends compte que plusiers des divisions sont assqz grandes et on ne_peut pas se procurer une liste comple-te] oans ce ca? fà, pouvez-vous juste m'envoyer une riste de dix où quinze noms? Je vous remercie pour votre assistance, et vous prie, monsi-eur/madame, de recevoir mes sar-utations aist"nqúées" A votre dispositj_on,

Eva Brown L99

WTNNTPEG, MB

Dear Business Director:

r am currently.working on my thesis for my master's d.egree at the university of Manitoba. I4y thesis topic aeãts with information/word processj-ng educalio.r. r am interested in learning about the businesé education prog:rams in each Canadian province" f have received your name from as a Director who is abre to provide me with the names and addresses of teachers involved in teaching information/word fr"ãã==ing. would you please send me such names and addressãs teachers in your jurisdiction? of May r count on you for your help? r trust r wilr hear from you soon. Thank yõu very much for your cooperation. It is much appreciated! Yours for business education,

Eva Brown 200

WÏNNIPEG, MB R

Dear Business Director: r am currently working on my thesis for my master's degree at the university of Manitoba. My thesis topj-c dears witn information/word processing education. r am interested. in learning about the business educatj-on programs in each Canadian province. T 1* writing to ask you to assist me in learning about the information/word processing curriculum in your lrovince. lvourd you please supply me with the names ãnd aáaresses of teachers teaching j-nformatj-on/word processing in your regj-on--either as an independ.ent word þrocessin! cool=e or as part of another course eg" Typewriting"

Any other informatj-on which you think might be useful to me would be much appreciated. May r count on you for your herp? r trust r will hear from you soon. Thank you very much for your cooperation" It is much appreciatedl Yours for business educatj_on,

Eva Brown APPENDTX P LETTERS TO BUSTNESS EDUCATORS 202

Box WÏNNIPEG, MB

Dear Business Educator: r,received.your name as a business ed.ucator teaching otherwise involved in or your information/word processing from superintendent. r am writing to you to ask you to assist me in research for my thesís on infor*uii"ái- wgrd processi-ng. My thesis d.eals with the current status of information/word, processing educuiio., at levet in canad.a. rniormarionlroiã-;;;;.=sing the secondary which is an area is developing in ed.ucation--birt how much has been done and how much needs prepare to be d.one in lrri= course to secondary level students adequately for the real_ business world? That is the issue Ãv-trr""i= to answer. wilr atlempt wourd you please complete the encrosed questionnaire-* and one more thing--wourd you please-ieturn soon it to me as as possible? r trust thal yor, ,iir take a few minutes of your precious time to completå trre-questionnaire. prease don't toss it aside. your professiorr.i assistance important and. valuabLe. is very May r count on your cooperation? Thank you for your I do greatly appreciate it. herp! Yours for business education,

Eva Brown Graduate Student The University of lvlanitoba Enclosure 203

Box WÏNNIPEG, MB R

Dear Busíness Educator: Summer is approaching very rapidly and yet there much work is so to be done befoie rrõriaãys can begin. r am sure- that you are as busy as ever--Iife alwãys seems to get busier doesn't it--¡ut then again would we have it any other way? ! r received your name as a business educator teaching or otherwi-se involved in i-nformation/word. processing tiom your business education consultant. r ãm writi"f tã you to ask you to assist me in research for my thesià on information/word processi-ng. My thesis deals with the current status of information/word. processing educai:_o' at the secondary lever in canada. rnformatión/word. processing is an area which is developing in educaiion-- but how much has been done and how *oèr, needs to be done in this course to prepare secondary rever- students adequately for the reãl business wärld? That is the issue my thesis will attempt to answer. lr]ould you prease comprete the encrosed questionnaire-- and one more thing--wou1d. you please return it to me as soon as possible? r trust thal you will take a few minutes of your preci-ous time to completã the questionnaire. prease, don't toss it aside. your piofessiorr"f impo.rtant assistance is very and valuable " May I count on your cooperatÍon? Thank you for your ï do greatly appreciate it" help! Yours for business education,

Eva Brown Graduate Student The University of t4anitoba Enclosures 204

Box VúINNIPEG, MB R L984 06 08

Dear Business Educator: About six weeks ago I sent you a letter asking you to assist me in research for my thesis -' word processing. on informátiã"2 r have nol heard from you yet and am wondering if perhaps the retter got rost in the mair or perhaps it got mispraced among' your stacks or marringr I am enclosing a copy of the questionnaj_re. May I hear from you please--in-Lhe next f-ew d.ays? your of utmost importance. reply is r trust you wirl find a few questionnaire minutes to comprete the and. return it promptly. r need. your helpl Thank you ever so much--I know I can count on you! Yours for business education,

Eva Brown Encl-osure 205

WÏNNIPEG, MB

Dear Business Educator:

Some time ago- I _sent you a letter asking you to assist me in research for my thesis on informatión/word processing" f have not heard from you yet and am wondering if perhaps the letter got lost in the mail or perhaps it got misplaced among your stacks of markingr ï am encrosing a copy of the questionnaire" May ï hear from you prease--in lne next f-ew d.ays? your utmost importance" =eþry is of

ï trust you wilr find a few minutes to complete the questionnaire and return it promptly" r need your herp desperately I

Thank you ever so much--I know I can count on you! Yours for business education,

Eva Brown Enclosure APPENDTX Q THANK YOU LETTERS 207

WÏNNTPEG, MB R. L984 02 23

Dear Thank you! r have received the information from you concerning the business education program in your pråvince" your cooperation is much appreciateã" Thanks again"

Yours for business educatJ_on,

Eva Brown Graduate Student The University of Manitoba 208

WÏNNIPEG, MB F. L984 02 23

Dear Thank you! r have received the information from you concerning the business teacher education program at University. your cooperatiõn ís much appreciated.

Thanks agaj_n " Yours for business education,

Eva Brown Graduate Student The University of Manitoba APPENDIX R - TYPES OF MÏCROCOYÍPUTERS BY PROVTNCE 2L0

TABLE 18

TYPES OF MICROCOT{PUTERS USED IN THE TEACHING OF INFORMATTON/WORD PROCESSING_- NEWFOUNDLAND

MAKE/MODEL NO. professionaL Xerox Computer l5 IBM 5151 4 Keron 820 I TRS-80 tvtodel 3 1

TOTAL 2I 2IT

TABLE 19

TYPES OF MÏCROCOMPUTERS USED IN THE TEACHING OF TNFORMATION/WORD PROCESSTNG-- PRINCE EDWARD TSLAND

MAKE/MODEL NO.

Commodore L7 Commodore 8032 16

Commodore Superpet 13 Commodore Pet 7

Commodore 4 016 4 Commodore 4032 4 Commodore 64 2

TOTAL 63 212

TABLE 20

TYPES OF MTCROCOMPUTERS USED IN THE TEACHING OF INFORMATION/WORD PROCESSTNG-_ NOVA SCOTTA

MAKE/MODEL NO"

App1e / / e Macintosh 33 18 Apple / / plus Apple 10 2 Total Apple 63

Commodore 64 35 Commodore 8032 Commodore pet 10 Commodore 10 Commodore 3 Superpet 2 Total Commodore 60

Corona 2 IBM Personal Computer 1 TRS-80 Model 4 1 Mi crocomputer - -uns pec j- f ie d I

TOTAL L2B 213 TABLE 2I

TYPES OF MICROCOMPUTERS USED IN THE TEACHING OF INFORMATTON/WORD PROCESSTNG-- NEW BRUNSVüTCK

MAKE/MODEL NO"

Commodore Superpet 78 Superpet 9000 74 Commodore 8032 59 Commodore 64 31 pet Commodore 2I Commodore 8030 6 Microcomputer--uns pec i f ied 23

TOTAL 292 2I4

TABLE 22

TYPES OF MICROCOMPUTERS USED IN THE TEACHTNG OF INFORMATTON/WORD PROCESSING-- QUEBEC

MAKE/MODEL NO"

Commodore 15 Commodore 64 I4 Commodore 8032 t1 Commodore Pet 9

Total Commodore 49

Cemcorp ICON 22 TRS-80 Model 3 16 Apple / / e Apple / / plus

Totaf Apple 11

Mi crocomputer- : uns pec i f ie d

TOTÃ,L 101 215

TABLE 23

TYPES OF MTCROCOMPUTERS USED TN THE TEACHING OF INFORMATTON/VIORD PROCESSTNG-- ONTARIO

MAKE/MODEL NO"

pet Commodore 78 Commodore 8032 4T Commodore 64 11 Commodore Superpet I

Total Commodore 131

IBM Personal Computer 2L IBM Personal Computer, Junior L2

Total IBM 33

TRS-80 l4odel 3 22 TRS-8 O 6 TRS-80 Model 4 2

Total TRS-80 30

Apple / / e 15

TOTAL 209 2I6

TABLE 24

TYPES OF MTCROCOMPUTERS USED IN THE TEACHTNG OF TNFORMATTON/WORD PROCESSING-- MANITOBA

MAKE/MODEL NO"

Commodore 60 Commodore 8032 Commodore pet 35 Commodore 32 Superpet 1

Total Commodore L28

TRS- O 8 61 TRS-80 Model 3 TRS-80 45 Model 4 16

Total TRS-80 L22

Apple / / e Apple 63 22 Apple / / ptus L2

Total App1e 97 Franklin 7 ïBM Personal Computer 2 Mi croc omputer- - uns pec i f ie d. 2

TOTAL 358 217

TABLE 25

TYPES OF ¡.{ICROCOMPUTERS USED IN THE TEACHING OF INFORMATION/WORD PROCESSING-- SASKATCHEWAN

MAKE/MODEL NO"

Apple / / e 30

Apple 10

TOTAL 40 2l-8

TABLE 26

TYPES OF MTCROCOMPUTERS USED IN THE TEACHTNG OF TNFORMATION/WORD PROCESSTNG-- ALBERTA

MAKE/MODEL NO"

Commodore 93 Commodore 8032 65 Commodore Superpet pet 25 Commodore 19

Tota1 Commodore 202

App1e / / e 2T Apple / / plus I8

Total Apple 39

TOTAL 24I 219

TABLE 27

TYPES OF MTCROCOMPUTERS USED TN THE TEACHTNG OF INFORMATTON/WORD PROCESSING-- BRTTTSH COLUMBTA

MAKE/MODEL NO"

Apple 10 Apple / / e 4

Total App1e L4 fBM Personal Computer I0 Commodore Superpet 7

Northstar 5

TOTAL 36 APPENDTX S COMMENTS FROM BUSTNESS EDUCATORS TO QUESTTON 6 22L

COMMENTS FROM BUSTNESS EDUCATORS To euESTroN 6: Are current GraduatÍng secondary Level students Ad.equately Trained Job-Entry In Information/Word processinga For

More hands on experience to build confidence proper equipment with

Encourage students to do extra assignments e.g. papers on word plocessors term

Instructors lack training in this area Equipment is limited hTord processing is only part of a broad.er business course so not enough practi-ce is available to become proficient only an introduction is offered. in training which enough is not

Situations in an office will not be easily adapted to i.e" from microcomputers to stand-alone equipment Curriculum is not prepared to teach formal concepts Curriculum needs to include a separate word processing course

Lack of learning materials--manuals are not written by educators therefore are poorry organized and the language too difficult for students

some employers to not recoginize microcomputer word processing courses as adequate tiaining Students are not getting the word. processing jobs Fear of computers Varies according to the job Depends on students initiative Knowledge of word processing basics is adequate to to an office situation transfer 222

A full year course is sufficient for job entry Language and typing skills are lacking

Training given is ad.equate for graduating--training for a specific job should be done on the job A fuIl two-year course in computer programming quarifies students as word processors Three 40-minute classes per week for one year is adequate Experience on only one system is not sufficient Feedback from employers is positive Software used is not an industry standard English skiIls are lacking for proofreading, editing keyboarding and

Teachers need to compare notes to improve upon their courses course is designed based on actual office situations-- students do work projecÈs given by schools and staff and prepare and set up systems comment,s received from students on-the-job as to the ease of learning new equipment was favourabl_e rf students motivation ranks high then learn more and are better qualified =t..ra.rrt" APPENDIX T COMMENTS FROM BUSINESS EDUCATORS TO QUESTTON 7 224

COMI4ENTS FROM BUSTNESS EDUCATORS To euESTroN 7; How can The curriculum For rnformation/lvord procãssing n¿ucatiãn At rhe secondary Level Be rmproved to prepare students For The Office Of The Future?

hiord processing need.s to be a separate course Greater emphasis on English ski11s__grammar, spelling, proofreading--is necessary software used needs to be an industry standard Curriculum is satisfactory rncrease in the number of machines available to students-: stand-alone equipment curriculum must include theory, (editing) - hand.s-on, and communication Word experience for stud.ents Fund.ing for teachers to retrain in word processing Liaison from business/industry in the schoors Field. trips to busj_ness automated offices Exposure to various makes of hardware support materials such as textbooks, backup exercises and audio visual aids need to be available standard curriculum should be devised for alr high schools by business personnel and business teachers More useful software needs to be available Pre-requisite to word processi-ng needs to be a two-year typing course and a grammãr/spelliñg test vüord processing should be avairable to alr students Real projects need to be done in word. processing e.g. office/business assignments Teachers need to be traj-ned. adequately 225

In-servi-ces for teachers need to be increased !{ork experience included in the curriculum for students-- centralized data base systems, telecommunications, Teled.on- oriented materials, integrated software systems Funding for equipment increased Word procèssing needs to be a two-year program rnput from employers as to expectations of job-entry students j-st Real j-c teaching making application to business and industry is essential Leadership by the Department of Education with a word processing: task force Exposure to more than one type of equipment includ.ing dedicated word processors A list of useful resources More emphasis on the development of language skilrs ïncreased hands-on trainJ-ng rnformation as to what industry expects of students Revision of business education courses to upd.ate content and make word processing a larger part of the program office procedures should. become a two credit course including a word. processing component APPENDTX U CO}4MENTS FROM BUSTNESS EDUCATORS TO QUESTION 10 227

COMMENTS FRO¡4 BUSINESS EDUCATORS TO QUESTION 10: Are Business Education Teachers Trained Information/Word processing? Adequately To Teach

Need for courses for teachers teaching word processing to become (better) qualified--especially in rurar_ areas More in-seçvices dealing with word processing Teachers have not taken formal training teach word to be qualified to processing--especiarry those havinj taught a number of years before word proð"s=ing was i_ntroduced into the teacher education program Need for methods course in word processing Teachers have not had time qualified to take courses to become

Much training by teachers is on-the-job as they teach Recent graduates are taught the basics of word processing curriculum needs to be more speci-f ic--some teachers d.on,t bother to become adequately traiied as a resul_t Course transition need.s to occur--update course content Equipment was placed. in classrooms and business education teachers \^/ere expected to take whatever measures were needed to use it--on their or¡/n time More teachers are norv compreting course work at university Resource materials are readiry availabre for teachers only the basics of word. processing can be handled in high school, therefore, training availabrã is ad.equate Teachers need. to be taught word processing on more than one type of machine--e"g" Appre, cómmodore, TRS-go, as stand-alone equipment werr as 228

Universities 1ack sufficient equipment Word processing is relatively new and. changing so rapidly that teachers are not trained--adequatelyl-i; an keep up with teaching effort to More hands-on experience is needed in addition courses to theory

school divisi-ons (administration) have not recognized word processing as an important part of the curriculum so as to provide time for teachers to become better qualified teach word processing to

schoor d.ivisions need. to arlow their teachers to take time from teaching to retrain allowing some funds for training Teachers are afraid to update themselves in this area current graduates are better trained than former graduates Teachers must work through a packageJ and become famiriar with what it. (word processiñg) aoäs Teacher educatíon stand.ards need to be improved continual contact with business community is essential Teachers have gained word processi-ng work experi-ence summer months during Teachers have sough word processing traini_ng on their ov/n and have become adequately trained Experts. need to teach word processing course on dedicated word processors--perhaps thóse from Éhe "real offices,, Teachers need to keep up-to-date information by reading current Teachers are not aware of happenings offices in current automated APPENDIX V - COMMENTS FROM BUSTNESS EDUCATORS TO QUESTION 1I 230

COMMENTS FROM BUSINESS EDUCATORS To QUESTION 11: How Can Business Teacher Education Be Improved To Educate Teachers Adequatery To Teach rnformation/I^ioid processing? hlorkshops should be periodical--annually Leave of absence be provided to gain work experience or attend c1a_sses in word processing universities should offer word processing as cred.it courses in degree programs providing hanãs-on training rncentives for teachers to improve-upgrade their training such as tui-tion subsidies need to be óitere¿ Teachers should be given sorid training in the principres of word processing including thorouÇh instrirction about equipment up-to-date equipment is needed for crassrooms to provide a more realistic approach to teaching t{ord processing provided at various locations to a1low rural_ area teachers to be included courses should be offered to teachers d.urj-ng sunmer school or evenings updated informatíon needs to be made available to teachers on word processing in business for teachers to keep informed Extension theory courses need to be available Required course with hands-on, both theory and methods Adequately trained professors rn-services and workshops need. to be conducted. to train teachers--so time and fundj-ng is not such a big factor as opposed to taking time off teaching for a univeisity course FieId trips to automated. offices Liaison between school and. business on eval-uation secondary instructj-on of 23L

Availability of materials Current information available to teachers--reports teachers by

Thoroughly trained resource persons helping with equipment and software word processing needs to be a compulsory major part of business teacher education program A survey course on various functions and, uses of d.ifferent word processors--hardlvare and software--including stand- alone equipment Teachers need to gain recent work experience offices in automated Newsletters with current word. processing information compulsory upgrading to maintain teaching certi-ficate APPENDIX W - ENROLMENT OF SCHOOL DTVISIONS PARTTCIPATTNG IN THÏS STUDY BY PROVINCE 233

TABLE 28

ENROLT4ENT OF SCHOOL DIVTSIONS PARTICTPATTNG IN THTS STUDY BY PROVINCE

PROVTNCE ENROLMENT

NF

PE 36,126 NS 136,348 NB 65,954

PQ 268 ,7 38 ON 801,023 MB 2L3 ,426 SK 59,L97

AB L99 ,6J.6 BC L66,7L9

TOTAL 1, g3L,639

*SOURCE: CEA HANDBOOK 234

TABLE 29

SCHOOL DIVISION ENROLMENT NEWFOUNDLAND

No correspondence was sent to Newfoundland superintendents because sufficient names of business educators \^¡ere received from other sôurces i.e. business consultant 235

TABLE 30

SCHOOL DTVTSION ENROLMENT PRTNCE EDWARD ISLAND

STUDENT DIVISTON ENROLMENT

- Abram-Vi1lage * Charlottetown 10,500 Elmsdale * Montague 5,008 Summerside 20 ,6L8

TOTAL 36,L26

*Enrolment figures not available" 236

TABLE 31

SCHOOL DIVISION ENROLMENT NOVA SCOT]A

STUDENT DIVÏSION ENROL¡4ENT

-Arichat 2 ,995 Barrington 3,475

Bridgewater 8 ,642 Dartmouth 12,099

Digby 2 ,sLA Guysborough 2,946 Halrfax 27,620 Kentville 11, I09 Liverpool 2,707 Meteghan 3,550 North Sydney 7,952 Port Hood 5,169 Springhill 6,800 Syd.ney 2I, g28 Truro L3 ,257 Windsor 3,610

TOTAL 136,348 237

TABLE 32

SCHOOL DIVISION ENROLMENT NEW BRUNSWICK

STUDENT DIVISÏON ENROLMENT

Chatham 3,702 Dalhousie * Edmundston *

Fredericton 11, 113

Hampton 9 ,844 Moncton 1,096 Saint John 17 ,496 Tracadie 5,7L3

Woodstock 5, 000

TOTAL 65 ,954

*Enrolment figures not available" 238

TABLE 33

SCHOOL DIVISTON ENROLMENT QUEBEC

STUDENT DIVÏSION ENROLMENT

Amqui 4 ,650 Bai-e-Comeau 7,232

Beauport 5 t7g4 Carleton 3,070 Chicoutimi g,303

Hu11 13 r 467 Laval 18,349 Montreal (Catho1ic) r06 ,449 Montreal (Jerome) 21, 900 Montreal (Protestant) 32 ,049 Montreal (Sainte-Croix) 9,700 Otterburn 1,120 Quebec (Catholic) I4,904 Quebec (Montcalm) 21036 Sherbrooke L2,44I

Ste-Anne 1, 811 Ste-Therese 6,565

TOTAL 268,738 239

TABLE 34

SCHOOL DIVISTON ENROLI{ENT ONTARTO

STUDENT DÏVISTON ENROLMENT

-Barrie 40 ,409 Bloomfield 3 ,443 Brantford. 16,952 Chatham L6,g45 Et,obicoke 34,831 Hamilton 4L ,207 Kenora 2,gg0 Kitchener 50 tzgL London 4L,040 l"lississauga 84,650 Orangeville 7,009 Oshawa 47 ,667 Ottawa 35,942 North Bay I0 ,437 North York 69,937 Parry Sound 3,076 Peterborough 16,613 Sarnia I8,792 Sault Ste" Marie 13,075 Scarborough 78,445 Simcoe 9,158 Stratford II,g54 Sudbury 20 ,466 Thunder Bay 20,351 Timmins 6,360 Toronto 7 6 ,902 Windsor 23,L82

TOTAL 80r,023 240

TABLE 35

SCHOOL DIVTSTON ENROLMENT MANITOBA

STUDENT DIVISION ENROLMENT

Winni-peg No. I 34,135 St.. James Assiniboia No" 2 L4,644 Assiniboine South No. 3 5,890 St. Boniface No. 4 7,579 Fort Garry No. 5 6,348 St" Vital No" 6 7,38L Norwood. No. B Lt739 Ri-ver East No. 9 L3 ,264 Seven Oaks No" 10 7 ,636 Lord Selkirk No. 11 5,224 Transcona-Springfield No. 12 8,219 Agassiz No. 13 3,155 Seine River No" L4 4,106 Hanover No. 15 5 ,002 Boundary No. 16 I ,087 Red River No. L7 1,331 Rhineland No. 18 I,444 Morris-MacDonald No" 19 L,57 0 White Horse Plain No" 20 I ,283 Interlake No " 2I 3,361 Evergreen No " 22 2,L79 Lakeshore No. 23 2 ,049 Portage la Prairie No" 24 3,716 Midland No. 25 1,909 Garden Valley No" 26 2,Lg4 Pembina Valley No" 27 947 Mountain No. 28 I,436 Tiger Hills No" 29 1,606 Pine Creek No. 30 I,732 Beautiful Plains No. 3I 2 ,053 Turt1e Ri-ver No. 32 l, gL7 Dauphi-n Ochre No " 3 3 2,gjL Duck Mountain No. 34 I ,297 Swan Valley No. 35 2,469 Intermountain No. 36 2 ,045 Pelly Trail No. 37 1,659 Birdtail River No. 38 I,703 Rolling River No" 39 2,474 Brandon No. 40 7,75L 24L

TABLE 35 continued

Fort la Bosse No. 4L 2 ,243 Souris Valley No. 42 I ,220 Antler River No" 43 I ,352 Turtle Mountain No" 44 L,7gL Kelsey No" 45 2 ,852 Flin FIon No. 46 1, 913 Western No. 47 L,27 6 Frontier No. 48 5 ,22L -Churchill No " 2264 325 Snow Lake No" 2309 483 Lynn Lake No. 2312 541 Mystery Lake No. 2355 3,898 Sprague No" 2439 233 Leaf Rapids No. 2460 673 Pine Falls No. 2155 L77 Camp Shilo No. 2316 591 lVhiteshell No. 2408 603

TOTAL 2L3 ,426

*No correspondence was sent to Manitoba superintendents because names of business educators were available through the office of the business education consultant, Education Manitoba " 242

TABLE 36

SCHOOL DIVTSION ENROLMENT SASKATCHEWAN

STUDENT DTVTSTON ENROLMENT

ÌIudson Bay 1,940 Maple Creek L,240

Meadow Lake 2 ,64L Moosomin 1, 619

Prince Albert No. 3 3,800

Regina No" 4 23,776

Saskatoon No" 13 2L,662

Saskatoon West No" 42 2 ,620

TOTAL 59,L97 243

TABLE 37

SCHOOL DIVISTON ENROLMENT ALBERTA

STUDENT DIVISTON ENROLMENT

Sanff 420

Brooks 2 ,324 Calgary 84,031 Edmonton 69,042

Fort McMurray 4 ,950

High River 4 ,650

Medicine Hat No" 4 1,156

Medicine Hat No" 76 :k [4orinvi1le 4,500 Peace River 2,495

St. Albert No" 3 3 ,225

Sherwood Park L2 ,7 04

Stony Plain L0 , L2g

TOTAL r9g ,6L6

*Enrolment f i-gures not available. 244

TABLE 38

SCHOOL DIVÏSÏON ENROLMENT BRÏTÏSH COLU¡,IBIA

STUDENT DÏVISION ENROL¡4ENT

-Burnaby (Vancouver) L7,304 Cranbrook 4,700 Fort Ne1son 1, 115

Penticton 4 ,6Lg Port Hardy (rsland) * Prince George 20 ,504 Prince Rupert 4,200 Revelstoke 2,L24 Squamish 2,9I4 Surrey (Vancouver) 32,000 Vancouver 50,069 Victoria (Is1and) 2L,g4L

West Vancouver 5 ,239

TOTAL 166,7L9

*Enrolment figures not available. APPENDIX X SUGGESTED JOURNALS 246

Admini strative Management Business Education FORUM Business V'leek Communications News Datamation f'ormat (Business Forms Management Association) Impact: Technology (Administrative Management Society)-Information Information Management Information Systems News Infosystems Journal of Data Management Journal of Micrographics Management Technology Modern Office Technology Office' Administration and Automation Records Management Quarterly Office Products News The Secretary Systems Telecommunications Today's Secretary Words BTBLIOGRAPHY

Allred, Sharon Kaye. Competencies of Word processinq Employees As Perceived By Word processinq Supervisors and Business Educators. Knoxville: The Universi¿v , :-g7g. Baker, !{ilriam. "Pracing vtord processing personner--Are Schools Doing The Job?", WORDS, Vo1ume g, Number 3, October-November, 1980, pp. l9-2I "

Balmer, Mary F. "Training Standards Go Full Circle", WORDS, Volume 8, Number 4, December-January, 1980, pp. 1B-I9.

Bearg, Hildegarde. The De Proçessinq.Cour v Business Firms. Boise State Universit-y, ¡une, fggl. Beebe, David Dean. A Study to Determine the Adequacy of ve+dor:?rovided Training of vüord processinq operators-- A Canadian Perspective. Fredericton: Faculty of of New Brunswick, June 5, L}BZ. Berg, Gary A. "The Future Of Informatj-on Processing", Business Education FORUM, Volume 39, Number 8, Reston, Virginia, April-May, 1985, pp. 4-9" Bronner, Michaelr "The Status Of Business Educati-on In The United. States" , NABTE Review, Issue Number IO, Reston, Virginia, 1983r pp. 34-38. Butcher, sue A" "Keyboarding and Formatting for rnformation Processing", Business Education FORUM, Volume 39, Number 6, March, 1985, pp. 36-37. eyfieid, Judith S", and James LaBarre. "ïnteg.rating Information Processj_ng Into Keyboarding /Typewriting", Business Ed.ucation FOh.UM, Volume 39, nùmbãr B, Reston, Virginia, ApriJ--May, 1985, pp. 53-56. chaney, Lillian H" "rntegration of computer concepts and Applications Into Office Administration Courses", NABTEpF-=f"-- ReELew, Issue Number 12, Reston, Virginia, 1985, Dalton, Marie, "Preparing Teachers Of Word processing", ---=----NABTE Re@, Issue Number B, Reston, Virginia, I9Bl, pp" 35-39 "

247 248

Diamond, Marion L. "People Consid.erations in Word Processing", Business Education FORUM, Volume 38, Number 4, January, L984, pp. 3-7" Doser, Elsie L., and Mary Elise Toombs. "The Status Of Information/Word Processing In A.A,CSB Schools", NABTE Reylell, Issue Number 10, Reston, Virginia, m1þp" -=z Duffy, Jan, and. Don Bentley. Word Processing and the

Inteqrated Office. Uðeraw Lg84 " Echternacht, Lonnie, and l{ary Jane Lang. "Word Processing For Business And Office Education Block-Time Programs", University of Missouri, Department of Practical Arts and. Vocational-Technical Education, L978" Erickson, Lawrence W. "Business Education--Which Road?", NABTE Review, Issue Number L2, Reston, Virginia, 1985, pp.7-8" Faj-rchild, Patricia. "Implications Of Information Processing For Secondary Schools", Business Education FORUM, Volume 39, Number 8, Reston, vLrgl-nra / Al?T-May, 1985, pp. 35-36. Flores, Ivan. "One Step At A Time: Understanding The Common Factors Of Word And. Data Processing Begins With The Basics", WORDS, Volume 10, Number 1, June-July, 1981, pÞ., -46--49. Gallagher, Mary Beth. "Word Processing Simulation Puts Concepts Into Practice", Business Education FORUM, Volume 38, Number 6, March, 1984, pp. 7-9. Goodrich, Elizabeth A. "Office Automation And The M"B.A" Degree", NABTE Review, Issue Number I0, Reston, virsinia , :fg'€-ÇTF .-ï1- I6 . Gorman, Kenneth L. "Review And Synthesis Of lVord Processing Research , L97 4-L983" , NABTE Review, Issue Number L2, Reston, Virginia, 1985; pp. UE'-T Greenwood, Frank, and Mary Greenwood. Office Technology-- Principles of Automation. Reston,@ (date). Grusec, Dr. T" "Office Automation and Productivity in Government Offices", Office Communications Systems Program, Government of Canada, Department of Communications, JuIy, 1985. 249

Grusec, Dr. T" "Artj-ficíal Intelligence, Expert Systems, and Office Automation", Office Communications Systems Program, Government of Canada, Department of Communications, September, 1985" Hart, Maxine B" "Changing Secretarial Jobs and Implications for Teachers and Administrators", Business Education FORUM, Vo1ume 39, Number 5, Februaffi Henson, Linda, and Myrna Sanders. "stud.ents Practice Professionalism In The Word Processing Classroom", V,IORDS, Volume 9, Number 3, October-November, 1980, ñ6-zs" Hines, V. Douglas" Office Automation--Tools and Methods for System nuil Inc. , 1985 " Hirschheim, R" A" Of fice Aut,omation--Concepts, Technologies and Issues. Finland (OTAVA): s Limited, 1985" Holtzkamp€r, Charlot. "The Job Market For Information Processi[g", Business Ed.ucation FORUM, Volume 39 , Number 8, Res ay, 1985, PP. 10-15" "Information Processing in Business Education", Business Education FORUM, A Position Paper by t,he poEÏG- ffiusj-ness and Economic Education, Volume 37, Number L, October L982, PP. 12-13" Jewe11, Susan M. Id.entification of the !'rlord Processing Needs tn Uusk h

. Business College " Mount Pleasant, Mj-chJ-gan: @ university, May, .1981. Kisor, Joanne M. An Occupational Analysis in Word Processing as Education Block Program" The University of

Makar, Sharon Ann. Entry-Level Skills Needed for Word Processing eosi ersity, January, 1981" Mann, Pat" "Features of Award-Winning Word Processing Program", Business Education FORUM, Volume 38' Number 7, April, L984, pp" L6-20" 250

Murranka, Patricia A. "In-Service Education For Teaching Word Processing" , Business Education FORUM, Volume 37, Number 6, March reBæ National Study of Word. Processing Installations In Selected Business Organizat ons-- por National Word Processin searc tudy Pi Epsilon. De1ta Pi l-Ion Na ona norary Professional Graduate Fraternity in Business Education, 1981" Occupatianal Outlook Handbook For l"lanitob". 1984 Edition" Research @Ch Manitoba Employment Services and Economic Security, December, 1984. The Office of the Future--Implications for Change in ÎñTffinal Forum, Alpha-omega Chapter, Research and Service Project, Number 4, 1977" Patrick, Alfred, and Jana Delancey. "Word Processing Instruction In NABTE-Member Institutions In The Southern Region Of NBEA", NABTE Review, Issue Number 10 Reston, Virginia -Imp 8-10 , ' " " Perreault, Heidir "Computer-Assisted Instruction Versus Traditional Techniques In Keyboarding Instruction", NABTE Review, Issue Number L2, Reston, Virginia, I935,¡p-TT-s4 " Perry, Devern J. "The Most Frequently Used Words And Phrases Of Business Communications", NABTERev:lew, Issue Number 12, Reston, Virginia, 1985, PP" 35-41" Powell, Merton" The Modern Automated Word Processing Svstem--Its Implications for Chanqes in the Curriculum for Business and Office Education" Unj-versity of Montana, L975" Quible, zane K" "A Primer On Office Automatiorl", Business Educatíon FORUM Volume 37 , Number 9, May, 1983, pp. 22-23. Quible, Zane K., and Margaret H" Johnson" Introduction to " Second Edition" Reston, Virginia: Reston Publishing Company, Inc., 1985. Regan, Elizabeth. "Furthering Word. Processing Education Demands Involvement", @i, volume 9, Number 2, August-september, 1980, pp. 23-25 " 25L

Reiff, Rosanne. "Entry Level Job Qualifications And Employee Attitudes In New York City Word Processing Centers And Implications for Secondary School Business Education Curricula In The New York l'{etropolitan Area", The Journal Of Business Ed.ucation, August, L975, pp" 331-332 " Rodda, Linda J. Manaqinq Information in the Electronic Offiie. Reston, Virginia: Reston Publishing Company, Inc., I985. Rosen, Arno1d., and Rosemary Fielden" @" Second. Edition" Englewood Cliffs, N"J": Prentice- Ha1l, Inc", L982" Rosen, ArnoId, Eileen Feretic, and Margaret Hilton Bahniuk. Administrative Procedures for the Electronic Office" S, I985 " Schmidt,, B. June. "Business Education In The United States: 1983-84 NABTE Survey Results", Wew-, Issue Number 12, Reston, Virginia,1985, PP" 85-90" Scott, James C. "Human Dimensions Of Information Processirrg", Volume 39 , Num.ber 8, Reston, Virginia, April-May, 1985, pp. l6-2L" Simmons, Bette Ruth. "Community Survey Cal1s For Actiorl", I{ORDÐ Volume 9, Number 3, October-November, 1980, pp" 30-37" Stitt, Wanda L. "Office Technology Demands Curriculum .Re-evaluation" Business Educatio Volume 37 , Number 3, December, 1982, pp" 11-12" St,it,t, Wanda L. Word Processinq: I lications For Business Education. University of GeorgJ-a, Augiust, L977 " Taylor, Helen W., and Vickie Johnson Stout" "Validation Of Skills Necessary For Information TechnologY" , NABTE- Review, Issue Number L2, Reston, Virginia, 1985,

pp" 18-20 " "This V'Ie Believe About Vüord Processing in Business Education", Business Education FORUM Volume 38, Number L, October, 1983" 252

Wagoner, Kathleen P. "Emerging Trends In Word Processing Education", V!qB!Ð Volume 9, Number 3, October- November, 1980, pp" 22-25" Wagoner, Kathleen P., and Mary M" Ruprecht" Office Automation: A Manaqement Approach" New York: J lVallace, ivan. "Text-Editing Equipment: Alternatives in Teaching Word Processing", Business Educatio Volume 37, Number 7, April, LgBz, pp. 8-11" Watkins, Judy K. "Word. Processing Tndicators", WORDS' Volume 9, Number 6, April-May 1981, PP 36-38. Weaver, David H. "Report of Survey on Office Automation", Business Education FORUM, Volume 39, Number 3 December, L984, pp" 3-5. ' Idest,, Leonard. J" Acquisition of Tvpewritinq Ski1Is" Belmont, California: Pitman Publishing Corporation, L969 " Will, Mimi, and Donette Dake. Concepts In Information Processinq--The Inter fìc. r i9'ãs " - Woldenberg, Jeanne. "The PC Generatiorl", !üORDS, Volume L2, Number 2, August-September, 1983, pp" 23-25, 32-33. VfoIf, Morris Philip. "Semantics and Professional Concerns Of Business Educators", NABTE Review, Issue Number L2, Reston, Virginia, 1985r PP" 33-34" lfood, MerIe. "Implementing An Informatj-on Processing Program", Busíness Education FORUM, Volume 39, Num.ber 8, Reston, Virginia, AprJ-l-May, 1985, PP" 72-78"