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Argues that integration of computer experiences into a visual communications course and a computerized publications design course engages students' higher cognitive skills. Describes a unit on informational graphics, and uses three theoretical perspectives (cognitive apprenticeship, seven principles of good practice, and Bloom's taxonomy) to explain how students interact with computers and suggest how faculty can better design computerized experiences. (SR)

This document contains vocational education program course standards (curriculum frameworks and student performance standards) for exploratory courses, practical arts courses, and job preparatory programs offered at the secondary and postsecondary level as part of the business technology education component of Florida's comprehensive vocational education program. Curriculum frameworks are provided for 54 programs/clusters: business systems and technology 1 and 2; academy of international business; academy of desktop publishing; accounting; accounting applications; accounting operations; accounting records; accounting technology; business administration and management; business administration operations; business computer programming; business cooperative education organization management; business cooperative education; business data processing; business education directed study; business keyboarding; business management; business software applications; computer applications in business 1 and 2; computer information systems analysis; computer programming; computer programming and applications; court reporting; data entry; electronic/desktop publishing; financial records; general office clerk; information processing; international business management; legal secretarial technology; medical secretarial technology; office management technology; office supervision; office support technology; office systems technology; postal service management; practical computer skills; practical keyboarding skills; recordkeeping; records management; records specialist; secretarial services; small business management; small business operations; and word processing technology. Each curriculum framework includes some or all of the following: program title, occupational area, grade level, length, certification awarded; major concepts/content covered in the course; laboratory activities; special notes; and intended outcomes. (MN)

This practical book integrates coverage of the writing process and various types of academic and professional documents with explanations and examples of using computers to enhance the process and produce effective documents. The book's four parts move from the individual writer who is using a computer to create a document to exchanges of data and ideas among many networked computers and writers. Chapters in the book are (1) Writing with a Computer; (2) Using a Computer in Extended Writing Processes; (3) One-Draft Writing with a Computer; (4) Editing Documents; (5) Formatting Documents; (6) Printing Your Documents; (7) Ongoing Compositions: Records and Notes; (8) Essays and Other Assigned Writing; (9) Research Writing; (10) Reports; (11) Letters and Memos; (12) Resumes; (13) Taking Examinations; (14) Writing and Reading Creative Texts; (15) Personal and Professional Publishing; (16) Using Computer Networks; (17) Using the Internet for Research; (18) Connecting with Other Writers; (19) Using E-Mail to Improve Your Writing; (20) Electronic Writing Groups; and (21) Writing for the World Wide Web. A list of 25 additional sources is attached. (RS)

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)

Describes desktop teaching which involves giving students individual topics and having them prepare lessons on those topics to share with the class. Presents the structure of desktop teaching including how to prepare, introduce, set up, implement, and evaluate it. Emphasizes that desktop teaching helps students engage in discussing and learning mathematics. (ASK)

This document is designed for high school teachers to use in teaching a course that introduces students to computing through hands-on experience with databases, spreadsheets, desktop publishing, and word processing. The document begins with a rationale, brief course description, list of course objectives, and list of 10 innovative teaching strategies. The remainder of the guide consists of units devoted to the following topics: word processing (improve keyboarding and language skills and use word processing software to create and format formal and simplified memorandums, reports, and business letters); desktop publishing (create documents with borders, original drawings, color; clip art, and original art; use draw and paint tools; and apply effective design principles); spreadsheets (become familiar with spreadsheet components, navigate in a spreadsheet, change cells' sizes, enter data and simple formulas, use simple formatting features, and save and print a spreadsheet); and databases (plan, create, and modify a database; enter records; format fields; show records; sort a database; execute queries to find specific information in a database; and create, format, and print database reports). The units include exercises, sample documents, and self-assessments. Contains 11 references. (MN)

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

Reports that although a rhetoric of visible text based on page layout and various design features has been defined, what a writer should know about design is rarely covered. Describes and demonstrates a scope and sequence of learning that encourages writers to develop skills as text designers. Introduces helpful literature that displays visually what the essay describes verbally. (PA)

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)

Presents two short articles addressing issues of document design: "The Rhetoric of Desktop Publishing: The Page versus the Screen" (Rebecca B. Worley); and "Typography 101" (Valerie J. Vance). (SR)

From an economic and technologic perspective, self-publishing through electronic media is now a viable and attractive alternative to traditional publisher-mediated channels. For academicians developing a multi-authored hypermedia publication, a common vision must be created by defining pedagogical objectives; roles of all involved; authoring guidelines; and quality control. (AEF)

This packet of technology learning activity (TLA) materials on electronic publishing for students in grades 6-10 consists of a technology education overview, information on use, and the instructor's and student's sections. The overview discusses the technology education program and materials. Components of the instructor and student sections are described next. The instructor's section contains background information, suggested activities, suggested resources, and expected learner outcomes. A lesson plan for the 8-day module includes assignments; equipment, tools, and supplies list; and facilities requirements or modifications. The following forms are provided: summary worksheet, pretest, posttest, test answers, and evaluation summary. A bibliography concludes the instructor's section. Topics are as follows: using Microsoft Publisher software, layout, using the drawing tools, and designing and creating original publications. The student section provides materials for each day, including the following: summary of activities, assignments to turn in; goal; vocabulary; expected learner outcomes; list of objectives; list of related Technology Student Association competitive events; and academic and workplace applications reinforced by specific activities in this TLA. An optional activity concludes the student section. (YLB)

The purpose of library public relations is to develop ongoing programs of contact between the librarians and the population groups that they serve. This book is a guide to creating a library public relations program or for improving an existing program. The information is divided into six sections, and sources of additional information are included at the end of the chapters. Chapter 1 discusses news releases, photo releases, and public service announcements. Chapter 2 covers how to create an exhibits program, which includes designating authority, developing a policy, identifying space, equipment and budgetary needs, preparing a schedule and publicity, and evaluating the program. Chapter 3 explains the creation of a library publication; the purpose, editorial policy, budget, distribution mechanisms, general layout, and evaluation are covered. Chapter 4 describes how to create a special event and includes developing strategies and a checklist, creating the budget, considering logistics, planning the publicity, and evaluating the event. Chapter 5 discusses desktop publishing and the importance of diversity and image and chapter 6 provides an annotated bibliography of significant resources for librarians to use when planning a public relations campaign. (Contains 15 figures.) (AEF)

Offers 10 tips on using computers for newspaper and yearbook production. Offers a list of 13 resources for new and old computer users. (SR)

Describes the process of writing and designing an effective brochure about a child care center, including working with professional designers and printers. (DR)

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)

One of the most important decisions speech communication basic course directors make is the selection of the textbook. The first consideration in their choice of text should be whether or not the proposed text covers the units integral to the course. A second consideration should be whether or not the text covers the special topics integral to the course. Directors should also keep in mind that textbooks are written for and read by two different audiences: those who teach and those who are taught. What appeals to or impresses the first group does not always appeal to or impress the second group. Also, directors should consider who will be teaching the course: will it be seasoned faculty who will expect and demand some latitude in how they do things or inexperienced graduate students who need considerable guidance. While ancillary packages are provided with many textbooks today--packages that contain teaching aids such as manuals, test banks, computer software, video tapes, and discs--directors should remember that these services perhaps benefit the instructor more than the students; they also drive the price of the textbook up. Finally, directors should be aware that there are other options available today besides the major textbooks on the market; many publishers will help faculty produce their own custom-made textbooks. (Contains 24 references.) (TB)

This document contains vocational education program courses standards (curriculum frameworks and student performance standards) for business technology education programs in Florida. Each program courses standard is composed of two parts: a curriculum framework and student performance standards. The curriculum framework includes four major sections: major concepts/content, laboratory activities, special notes, and intended outcomes. Student performance standards are listed for each intended outcome. Other information provided is as follows: code number; secondary, college, and/or postsecondary adult vocational credits; applicable level(s); and certification coverage. The standards cover the following subjects: orientation to and exploration of business occupations; computer applications; practical computer and keyboarding skills; academy of desktop publishing; accounting and accounting applications, operations, records, and technology; business administration, management, and operations; business computer programming; business cooperative education, organization, and management; business data processing; business education directed study; business management; business software applications; computer applications, information systems analysis, programming, and programming applications; court reporting and technology; data entry; electronic/desktop publishing; financial records; general office clerk; information processing; international business management; legal secretarial and technology; medical secretarial and technology; office management technology, supervision, support services, support technology, systems specialist, and systems technology; postal service management; recordkeeping; records management and specialist; secretarial and secretarial services; small business management and operations; and word processing and technology. (YLB)

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