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This British guide contains reviews of software available for Basic Skills, including English for Speakers of Other Languages, in both education and training for employment. In addition, it offers guidance on how to use software effectively to develop basic skills. Section 1 provides information about the following aspects of the guide: computers and compatibility, windows, software included, prices, suppliers, and types of software--content free, dedicated, drill and practice, computer-based learning and training, and multimedia. Section 2 categorizes the software for literacy into these groups: literacy, numeracy, work skills, word processors, databases, spreadsheets, integrated packages, and desktop publishing. Before the appropriate category, information is provided on using a word processor, using a database, using a spreadsheet, integrated packages, and desktop publishing. Each review is accompanied by this information in a sidebar format: make of computer, price, publisher, and availability. Over 150 software packages are reviewed. Three indexes are provided: subject, computer, and publisher. Addresses of British publishers and distributors are appended. (YLB)

This instructional guide for teachers introduces the Macintosh computer for classroom use, and "The Writing Center," a program to create documents. Information for using the computer and the program to create teaching aids and instructional materials and to instruct students in program use is included. A curriculum outline is provided in the "Using the Macintosh Computer & The Writing Center in the One Computer Classroom" section. A second section, "The Mac Pack: All You Need To Know To Get Started on the Macintosh Computer," covers software policy, windows utilities, menus, using the mouse, and other specifics concerning operating a Macintosh computer. A third section, "A Guide to The Writing Center," contains a guide to sessions for using the program to create newsletters and instructional materials, as well as to teach writing to students. Numerous handouts and transparency masters for the kit are included. (SLD)

This color-coded teacher's guide contains curriculum materials designed to give students an awareness of various desktop publishing techniques before they determine their computer hardware and software needs. The guide contains six units, each of which includes some or all of the following basic components: objective sheet, suggested activities for the teacher, instructor supplements, transparency masters, information sheet, assignment sheets, assignment sheet answers, job sheets, practical tests, written test, and answers to written test. Units cover the following topics: introduction to desktop publishing; desktop publishing systems; software; type selection; document design; and layout. All of the units focus on measurable and observable learning outcomes. They are designed for use in more than one lesson or class period of instruction. (KC)

Designed to tap the rich collection of instructional techniques in the ERIC database, this compilation of lesson plans offers practical suggestions for incorporating computers into the English/language arts classroom at both the elementary and secondary level. Because many teachers and administrators are using computers for the first time, the first section of the TRIED offers guidelines on the sequential organization of word-processing skills, software selection, class organization, desktop publishing, and a variety of other considerations for the effective integration of computers into the instructional program. The second section of the TRIED provides lessons using the computer in elementary language arts classes. The final section of the TRIED offers lessons for English teachers to use with their computer resources. A 47-item annotated bibliography of related resources in the ERIC database is attached. (RS)

Evaluates the newly released Adobe InDesign software, finding that while it brings new life into desktop publishing, it is not yet a "must buy" for publications advisers. Compares specific features that are relevant for student publications, including: character, paragraph, drop caps, define styles, page setup, text wrap, defining and using colors, clipping path, strokes, and printing/export. (SR)

This learning module for a 12th-grade course in communications technology is designed to help teachers lead students through typesetting and laying out a brochure using Pagemaker and other computer programs on a Macintosh computer. The module contains eight competencies, a description of its content, suggested instructor methodology, worksheets for brochure production, a list of resources, pre/post tests, evaluation checklists for students and instructor, and sample brochures. (KC)

This report focuses on the integration of computers in elementary and middle school instruction. Based on interviews and on-site visitations with teachers using computers in conjunction with their regular instruction, seven lessons are described: (1) desktop publishing for grades 4 and 5; (2) interpretive writing for any grade level; (3) student-authored word problems for grades 6, 7, and 8; (4) long-distance telecommunications for grades 3 and up; (5) teaching students how to learn for grades 4 and 5; (6) nutrition for grades 6, 7 and 8; and (7) mapping the Western Hemisphere for grades 5 and 6. Included for each lesson are a narrative description and lesson plan which outlines target audience, hardware, software, instructional purpose, objectives, pre-activities, computer activities, follow-up activities, time required, schedule, management suggestions, instructional materials, and teacher preparation. For some lessons, examples of student work and other ideas are also provided. A directory of producers of software mentioned in the report is attached. (MES)

This document contains teacher and student materials for a course in graphic arts. Ten units of instruction cover the following topics: (1) orientation; (2) shop safety; (3) shop organization; (4) printing processes; (5) paper; (6) typography; (7) typesetting; (8) design principles; (9) paste-up principles and procedures; and (10) proof procedures and legal considerations. The teacher edition contains some or all of the following components of a unit of study: suggested activities, instructor supplements, assignment sheet answers, written test, written test answers, unit evaluation form, and transparency masters. The teacher edition also includes introductory pages that contain, in addition to the general information such as the table of contents, foreword, and acknowledgments, an explanation of the use of the publication, a competency profile, an instructional task analysis, a list of related academic and workplace skills, a tools, equipment and materials list, and a list of 20 references. Each unit in the student edition contains some or all of the following components: objective sheet, information sheet, student supplements, assignment sheets, and job sheets. (KC)

This document contains teacher and student materials for a basic course in desktop publishing. Six units of instruction cover the following: (1) introduction to desktop publishing; (2) desktop publishing systems; (3) software; (4) type selection; (5) document design; and (6) layout. The teacher edition contains some or all of the following components of a unit of study: suggested activities, instructor supplements, assignment sheet answers, written test, written test answers, unit evaluation form, and transparency masters. The teacher edition also includes introductory pages that contain, in addition to the general information such as the table of contents, foreword, and acknowledgments, an explanation of the use of the publication, a competency profile, an instructional task analysis, a list of related academic and workplace skills, an equipment and materials list, and a list of eight references. Each unit in the student edition contains some or all of these components: objective sheet, information sheet, student supplements, assignment sheets, and job sheets. (KC)

Advice is offered on making the college or university fact book readable and appealing. Issues discussed include: choice of hardware and software for desktop publishing, balance, layout, use of graphics, typefaces and styles, text alignment, and format. Lists of resources, associations, seminars, and publications that may be useful are appended. (MSE)

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

Suggests ways of using personal computers in special libraries, including online searching; CD-ROM networks; reference work; current awareness services; press cuttings services; selective dissemination of information; local databases; object linking and embedding; cataloging; acquisitions; circulation; serials control; interlibrary loan; space planning; time managers; shareware; desktop publishing; and anti-virus software. (Contains 27 references.) (LRW)

This book enables educators at the elementary level to conduct formative evaluations of their technology programs in minimum time. Most of the technology is computer related, including word processing, graphics, desktop publishing, spreadsheets, databases, instructional software, programming, and telecommunications. The design of the book is aimed at evaluating the use of technology as it is integrated into other standard curricular areas, such as math or language arts, but the focus is on technology goals rather than curriculum goals. The book is divided into five chapters. The first provides an overview of technology and program evaluation. The second suggests a way to plan for the evaluation. The third explains how to collect the data to describe the existing technology program. The fourth explains how to interpret the data. The final chapter assists in the presentation of the evaluation report. The appendix contains the evaluation questionnaires. (TMK)

This module is the fourth of five in the Commercial Art series. The curriculum guide is designed for competency-based teaching and testing. Within this module on computer graphics are six instructional units. A cross-reference table reveals how the instructional components of the module relate to Missouri competencies. Each unit includes some or all of the following components: unit and specific objectives; table of contents; reference list; notes to the instructor; information sheets in outline form; transparency masters; handouts; assignment sheets; job sheets; and unit test with answer key. Unit topics are as follows: introduction to desktop publishing, desktop publishing systems, software, type selection, document design, and layout. A glossary of terms from modules 1-3 and 5 is appended. (YLB)

Designed to promote Manitoba students' familiarity with computer technology and their ability to interact with that technology, the Computer Applications and Technology 105 course is a one-credit course presented in 15 topical, non-sequential units that require 110-120 hours of instruction time. It has been developed with the assumption that each student will have hands-on computer access for at least 50% of the course time. The course consists of CORE modules, which are mandatory for all students and constitute 60% of the program time, and OPTION modules, which offer flexibility in designing a program to meet individual student needs, making up 40% of the time. The first of two main CORE units takes up 45% of the time and focuses on personal productivity tools, i.e., database management, desktop publishing, graphics, spreadsheets, telecommunication, and word processing. The second CORE unit occupies 15% of the time and covers using a computer language. (The eight OPTION units are: (1) Applications and Implications; (2) Consumerism; (3) Personal Productivity Tools; (4) Computer Evolution; (5) Keyboarding; (6) New Technologies; (7) Operating the System; and (8) Videography. Each of the CORE units may take up to 10% of the time. Information on the reproduction of materials and Canadian copyright law is also provided in both English and French. (ALF)

This document contains technology-based learning activities for the Illinois communication technology course at the orientation level (grades 9 and 10). This packet includes a course rationale, course mission statement, course description, course outline, suggested learning objectives for each of the transportation areas, and suggested learning experiences. The packet also contains 32 developed learning activities. The content can be presented through short lectures, discussion, media, demonstrations, or hands-on activities. The course units can follow either a 9- or an 18-week format. There are six units in this course: introduction to communication technology, drafting and design, photography, graphic arts, processing and communicating information with computers and computer applications, and telecommunications technology. Each unit may contain suggested learning objectives and learning activities. Each activity within a unit contains some or all of the following sections: introduction, materials and supplies list, activity procedures, activity analysis, various kinds of drawings and other graphics, teaching aids, and student handouts. (NLA)