Discusses the rapid increases in data processing technology and the problems they pose for data processing teachers. Suggests that graduate courses may be needed to keep course content current. (JOW)

Describes applications of microcomputers to aspects of accounting and auditing, including such areas as financial statements, recordkeeping, and operations analysis. (SK)

Discusses the role and importance of computers in today's society. Business teachers must prepare their students to function in an environment which includes all kinds of computers. (JOW)

Stresses the need to improve the design of data processing curricula and to help students understand how technology affects human development and career choice. (JOW)

Discusses philosophy, facts, and opinions regarding the definition of computer literacy; presents suggested computer literacy course content; and recommends delivery systems or methodologies that can be used for instructional purposes. (Author)

There is a demand in industry for both computer science graduates and business information systems graduates. Educators need to start this training at the secondary level with an introduction to all phases of data processing for any interested student. (CT)

Business teachers who teach computer applications face three major challenges: making their classes attractive to students; managing individualized, multiactivity classes; and developing independent business software users. The last-mentioned goal is the primary reason for the existence of the business department. (SK)

The author urges educators to take a look at curriculums, individual courses, the needs of business, the job opportunties generated by word processing and data processing technology, and the goals and aims of the actual teaching-learning strategies which are created and take place in the classroom. (CT)

Discusses the effects of current economic conditions on business education, the increased demand for evaluative data to be made available through electronic data processing, and the challenge to update adult education programs based on today's changing job requirements, such as automated office procedures and in-plant courses. (MF)

Articulation of computer courses between junior and senior colleges and universities would strengthen programs and resources use at both levels and allow students, by not repeating similar courses, to complete educational requirements sooner. Course content could be standardized and advanced courses designed to build on the earlier. (MF)

Business education teachers must be prepared to apply the new computer technology effectively in their classrooms. A relevant secondary education curriculum must be achieved, aiming at two computer education goals: computer literacy and career preparation in information/data/word/computer processing. (CT)

The author states that a systems approach to office work consists of combinations of people, processes, and equipment in subsystems of communication, processing, and storage. To complement advanced office technology, workers need education in such competencies as reprography, typewriting, records management, and human relations. (MF)

Suggests prerequisites for and content of a secondary data processing program to include computer hardware and software for specific vocational training. Presents two sets of guidelines, with academic preparation and with work experience, for business teacher data processing certification based on an analysis of existing standards. (MF)