Word Processing Supplement to the California Business Education Program Guide.

Autor/inn/en	Creighton, Virginia; und weitere
Institution	Nelken (Ira) and Associates, Inc., Chico, CA.; Planning Associates, Merced, CA.
Titel	Word Processing Supplement to the California Business Education Program Guide.
Quelle	(1980), (344 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Education; Behavioral Objectives; Business Education; Competency Based Education; Distributive Education; Job Skills; Learning Activities; Minimum Competencies; Minimum Competency Testing; Office Occupations Education; Performance; Postsecondary Education; Typewriting + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Wirtschaftserziehung; Wirtschaftspädagogik; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Produktive Fertigkeit; Lernaktivität; Fundamentum; Mindestwissen; Büro- und Verwaltungsschule; Achievement; Leistung; Post-secondary education; Tertiäre Bildung; Maschinenschreiben
Abstract	This supplement to the California Business Education Program Guide for Office and Distributive Occupations is designed to assist office education teachers of secondary, postsecondary, and adult students to update their business education curricula in light of new technology and increasing demand for skilled office workers. Focusing on word processing, the guide is comprised of thirteen competency modules. Module topics include (1) word processing theory, (2) identification of word processing systems, (3) communication skills for word processing, (4) reference materials, (5) dictation and transcription, (6) preparation of typed materials, (7) automated typing with transcription, (8) media filing and logging, (9) measurement and evaluation, (10) preventive care, (11) employability, (12) career development, and (13) state of the industry. The first pages of each module contain performance objectives which indicate to the instructor and student what can be taught/learned to meet entry-level word-processing occupational standards. Following the list of performance objectives in each module are possible instructional strategies, pre/post tests, and possible instructional materials. A cross-reference section is included which outlines the main interrelationships between modules. The California Business Education Program Guide for Office and Distributive Occupations along with common core units of instruction are also available--see note. (LRA)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC