ERIC Number: ED240406
Record Type: Non-Journal
Publication Date: 1983-Jan-7
How to Choose and Incorporate Word Processing Equipment into Your Curriculum.
Housh, Patty L.
This two-part document describes the development of a word processing instructional program at NEKA Vo-Tech School (Kansas) and offers recommendations for incorporating word processing into the curriculum. Program development steps which are discussed include: assessing community needs; developing implementation phases; contacting other instructors; researching facility needs; subscribing to journals; and researching funding sources. The list of criteria by which eleven brands of word processing equipment were compared includes: cost; service and repair; systems support; training; ease of operation; equipment standardization; buy versus lease; vendor reputation; storage capacity; printing speed; output or print quality; warranty; training manuals; and software and supplies. The following recommendations are offered: at an equipment demonstration, care should be taken to check out the equipment on tasks that it will be used for; when incorporating word processing into the postsecondary curriculum, the highest priorities are language arts and keyboarding skills; and speed should be measured by line count rather than words per minute. The following skills are described as being important: machine transcription; proofreading; grammar; use of reference sources; records management; basic mathematics; word processing terminology; and correction methods. A 30-item list of points to clarify during an equipment demonstration is included. (DC)
Descriptors: Clerical Occupations, Comparative Analysis, Curriculum Development, Employment Potential, Equipment Evaluation, Guidelines, Job Skills, Language Arts, Office Occupations Education, Postsecondary Education, Program Descriptions, Program Development, Program Implementation, Purchasing, Vocational Schools, Word Processing
Publication Type: Reports - Descriptive; Guides - Non-Classroom
Education Level: N/A
Audience: Administrators; Practitioners
Authoring Institution: N/A