Students will be disadvantaged if they spent all of their instructional time
learning how to do simple exercises on different types of software--rather
than solving realistic application problems that require integration across
several packages. In a business course, the realistic problems should come
from real business settings. Students should be given a wide latitude in
developing their own solutions--rather than using texts that spoon-feed them
with endless step-by-step instructions.
When students work independently (or in small groups), it is true that they
may not "cover" as much material because of the problems they have. But
they will be gaining something much more important--confidence in their own
abilities to learn software to solve meaningful problems. The software we
will be using in another couple of years will be very different from the
standard software today. Therefore, isn't it more important for students to
learn how to learn software independently and to notice how different
software features are useful for different types of problems--especially
after already completing an introductory course--then just to learn a new
software package?
At 12:07 AM 3/20/96 EST, Dale Clithero <dclither@mail.orion.org> wrote:
>I'd like to pose a question to which some of you would be willing to
>respond. The business education depts. in our high schools are planning
>to offer a new.5 unit credit course called Computer Applications II.
>Currently they all offer a Comp. App. course which includes instruction
>in word proceesing, database, spreadsheets, charting, and desktop
>publishing using Microsoftt Works for Windows and Microsoft Publisher.
>
>My question is: What software would you recommend be used in this second
>course? Specifically, would you teach MS Word or Word Perfect? Other
>suggestions would be appreciated.
Judith J. Lambrecht
Professor
Business Education and
Instructional Systems and Technology
University of Minnesota
130 Peik Hall
Minneapolis, MN 55455
612-626-1256
612-626-8276