The development and validation of instructional materials for an information processing unit in two-year college office procedures courses.

摘要

The purpose of this project was to develop and validate information processing instructional materials, and to create an instructor's manual for a two-year college secretarial science office procedures course.;Empirical and users' literature from the last decade identified certain knowledge, skills, and concepts as a basis for training future secretaries as information workers. A documentary analysis of secretarial science office procedures textbooks and selected publishers' print materials reflective of those publications used in office procedures courses revealed a need for an update of information technology necessary for satisfactory performance by information workers.;Topics drawn from this analysis were rank ordered by a six-member panel and were placed in optimal sequence according to theoretical frameworks by Bruner and Gagne with pragmatic arguments taken into consideration.;Learning objectives, a 25-item multiple-choice pre/posttest, the unit, and an instructor's manual were developed. After a feasibility study, review, and validation by the panel, a field study was conducted using an intact group of students.;These conclusions were drawn: (1) A continuing need exists to update office education curriculum reflecting concepts affected by technology; (2) Office procedures publications differ markedly in their coverage of topics. Thus, instructors who wish to remain current must develop their own supplements; and (3) The model developed can serve as an effective tool in updating information technology in curriculum and instruction.;These recommendations were made: (1) Office procedures topics should include: (a) office automation; (b) information processing concepts/applications; (c) word processing (electronic publishing); (d) data processing; (e) optical character recognition (image processing); (f) reprographics; (g) photocomposition; (h) micrographics; (i) telegraphics; (j) teleconferencing; (k) electronic mail; (l) telecommunications; (m) fiber optics (laser disc technology); (n) voice processing; (o) computers (networking); (p) information processing cycle, including archiving; (q) human resources; (r) productivity/work measurement; (s) managerial/leadership skills; and (t) adaptability to change. (2) Business educators should reassess their skills and give greater instructional emphasis to information processing in this information society; and (3) The model developed herein should be used as a guide when designing similar units in office systems, information technology, and business education curriculum.