Making Cryptograms is designed to give middle grade students practice in using the FIND and REPLACE features on their word processors. An activity sheet (which may be duplicated for class use) is provided. Instructional strategies are also provided. (JN)

Awareness of future career patterns and how present secretarial training relates to future needs will aid in determining areas in the curriculum that need change. Flexible teaching methods should be implemented so that the curriculum can evolve to suit changing career patterns and social changes. (JOW)

Describes ongoing project to automate production of 26 indexes and catalogs produced by H. W. Wilson Company through use of the BEACON system and its online screen-edit program, SCREED. System objectives, system architecture, specifications, components (data entry, validation, release, file generation, retrieval, publication, photocomposition,…

Establishing the computerized information needs of a college development office involves defining the reporting needs, understanding the concept and content of structured files, defining the data elements to be included in those files, and outlining the potentially useful applications of the information and programs. (MSE)

Suggestions are provided for college development offices interested in linking an office word processing system with the institution's main computer system. These include researching needs, leasing versus purchasing, obtaining equipment, and making the most of the system obtained. (MSE)

By linking office systems technology with data processing operations within colleges, administrative support can be improved in the areas of: office records management, document creation and dissemination, management information, data processing, and office communications. Systems implementation efforts at Penn State are outlined. (Author/MLW)

Describes applications of new technology to information handling on the basis of two trends--the miniaturization of electronic circuits and the shift from analog to digital modes of communication. Information technologies discussed are microcomputers, word processors, telecommunications, storage technologies, databases, videotex, and teletext.…

Examines the implications of word processing technology for the English teacher. (JL)

Word processing may change how people learn to write. The use of a word processor to teach a sixth grader with writing problems showed how the machine can alleviate problems involving writing with pencil and paper, correcting errors, evaluating and revising, and producing a good-looking text. (RW)

Discusses various aspects of what is implied by the term "computer literacy," suggesting that competence with computers comes from using computers as machines, as a clerk doing data entry does; as tools, as a manager doing financial analysis does; and as creative instruments, as a writer or professional programer does. (Author/JN)

Presents the minimum information necessary for the newcomer to digital technology to bluff his way through a conversation. Terminology explained with a minimum of technical detail includes digits, analogs, digital numbers, the effect of noise, sampling, telecommunications, and digitalized information. (MER)

This, the second of a two-part series concerning children's book publishing, begins with the 1970s and describes changes that have affected the industry over the years. (AEA)

Evaluates computer software containing applications for learning Japanese as a second language. Presents overview of software available for Japanese word processing applications, lists publications that are good sources of information on Japanese computer topics, and includes a directory of distributors. (eight references) (Author/CK)

A Maryland middle-school teacher can no longer imagine a math classroom without computers, word processing programs, graphing calculators, graphic design programs, and colored printers and monitors. Aided by these devices, her students made great leaps toward the 21st-century technology goals spelled out by the Department of Education in 1995.…

A comparison of compositions written by 19 sixth graders using pencil and paper with those written by 19 sixth graders using word processors found that though the quality of writing, accuracy of grammar, and reading ease did not differ between the two approaches, students using computers wrote more words and sentences. (PEN)