Factors to consider in making a decision whether to convert traditional typewriting classrooms to microcomputer classrooms include effects on oral instruction, ethical issues in file transfer, and use of keyboarding software and timed writing software. (JOW)

Voice recognition technology is rapidly being improved. It will not replace keyboarding, but it will change the way keyboarding is taught. (SK)

Describes a teacher's experience with a quadriplegic in a keyboarding class. Points out that teachers should inquire about a student's physical handicap before making assumptions about it and should ask a student how they might help. Suggests not giving an extensive amount of assistance unless requested. (JOW)

The integrated skills of reading, writing, listening, and speaking can be used to support active learning in keyboarding classes and simultaneously reinforce making decisions, working with people, and composing at the keyboard. (Author)

Discusses the differences between teaching keyboarding to elementary students and secondary students. Offers suggestions to business education teachers making the transition to elementary students. (JOW)

Discusses the importance of teaching keyboarding skills at an early age. Suggests that these skills be taught in the language arts curriculum by a business education teacher and should be an integral part of all the curriculum at all levels. (JOW)

Describes how to customize communications software for microcomputers that will improve the results of online searching done by the end-user. Communications tasks are described, and screen display requirements, programable function keys, and file editing are discussed as factors to consider in software selection. (LRW)

Argues that an alphabetic approach to keyboarding with a high quality talking text is the best way to provide effective training in computer keyboarding skills for elementary school students. (SR)

Suggests that business communication instructors cannot and must not avoid teaching students the importance of computers. Urges teachers to press their institutions to make available the computing facilities needed. (RS)

Suggests that business communication teachers not yield to the temptation to teach software in business communication courses. Suggests that, in such courses, the primary focus is on communication strategies and that teaching software packages eats up valuable time. (RS)

Argues that business communication teachers must keep abreast of technological advances and inform students of software packages that enhance effective communication. Suggests that the depth in which software is covered must be guided by overall course objectives and computer availability. (RS)

Discussion of computerism (i.e., blind faith in the inherent good of computers) focuses on seven myths about computer anxiety, including the relationship between computer use and math skills; fear of breaking computers; the need for keyboarding skills; and gender differences. An annotated bibliography of 21 sources of further information is…

Students, parents, administrators, and teachers must become convinced that keyboarding is an important skill and should remain a major component in the business education curriculum. (Author)

Focuses on modifications in keyboarding and computer classes for those with visual and muscular impairments. (JOW)

Describes the process required to learn to write Chinese ideographs, and investigates the possibilities for developing a computer-aided language learning tutor. Character stroke sequences are described; a modified keyboard for Chinese character entry is discussed; and interaction between the student and the tutor is examined. (11 references) (LRW)