Using office simulation in a practice/procedures class better prepares students to deal with actual working situations. To facilitate the office simulation, one must consider available equipment, provide interesting programs, be aware of student needs, provide realistic evaluation, and be an enthusiastic and flexible teacher. (JOW)

Discusses an approach to teaching typewriting that may result in higher student achievement by having students spell out loud newly presented keys during keyboard instruction. (JOW)

The National Micrographics Association has prepared a general "micrographics in office administration" course syllabus. It can be used as a guideline in determining learning objectives, course content and course resource material. (Author/JOW)

The present and future office worker will always be confronted by the awesome task of keyboarding numbers. The introduction of the metric system and the use of the uni- and duodigit approach to keyboarding digits into number, which is described, may be combined to help make this an easier task. (CT)

When business teachers (67 of 125) and office professionals (60 of 125) completed the Myers Briggs Type Indicator, the majority fell into 4 of the 16 types. No significant differences were found in the extraversion-introversion and thinking-feeling scales. Business teachers were stronger on the sensing and judging scales, office professionals on…

Provides a list of appropriate resources for an office information systems program of study. Includes professional and trade journals and resources such as videos, working papers, position papers, and information on certification options. (JOW)

Stating that employers consider the nontechnical aspects of office work to be as important as work competence, the author lists 12 nontechnical qualities that business teachers should place greater emphasis on, such as new terminology, new devices, communication skills, decision making, personal and professional characteristics, responsibility,…

Discusses a study of the qualities and skills that are common to both word processing and data processing personnel. (JOW)

Provides methods for assessing the need for adding word processing (WP) to the business curriculum, how to develop WP curriculum once the decision to add it has been made, and discusses necessary WP equipment. (NRJ)

The idea that office educators should teach economic concepts and discuss economic issues should be seen as an opportunity to fulfill business education's responsibility to help office education students develop skills and understanding that will better prepare them for successful careers. (JOW)

The use of occupational clusters in business and office education provides students with experiences needed to make career decisions and with competencies to function successfully in a variety of occupations. (SK)

The objective of this study was to describe machine transcription in measurable terms for volume of keyboarding, materials handling, error correction, referencing activities, unit operation, and proofreading tasks. Descriptive statistics from the observation of 23 word processor operators are given. The observation device and its implications for…

Discusses a study conducted to determine the implications for the collegiate secretarial curriculum of the need for and use of shorthand by secretaries in a select area. It was concluded that shorthand should continue to be taught but that the content and methodology of shorthand instruction should be reassessed. (CT)

Examines the two worlds of word processing: a theoretical world found in textbooks and magazines, and a "real" world found in offices where some form of word processing has been introduced. Suggestions for business teachers are included. (CT)

Stresses the importance of including at least the principles of word processing in the business curriculum. Failure to teach word processing because of lack of equipment is a costly mistake for students as well as for the business community. (JOW)