Week 3: Practical Applications of Microsoft Office Products
Premise:
In order to ensure effective and efficient use of technology
student affairs professionals must have a basic understanding
of relative office software. Microsoft products are selected
due to their unofficial standard of instillation on office
computers and networks.
Purpose:
To gain a basic understanding of common Microsoft Office Products,
their individual uses, and how to apply the products to the
work environment.
In Class Exercises:
Students will attend a seminar through the university's "Technology
Resource Center". The course instructor and "technology resource
instructor" will create exercises and competencies that are applied
to the profession.
Examples include:
-
Power Point: Using MS Power Point to present
information at a conference our staff meeting
-
Excel: Using MS Excel to create a budget and
manage inventory
-
Access: Using MS Access to create and manage
registration and scheduling for a conference or program
-
Word: Using MS Word to create mail merges and
other inter office documents
-
Publisher: Using MS Publisher to create a newsletter
Readings to be completed before class:
Decker, C.A. (1999). Technical education transfer: perceptions
of employee computer technology self-efficacy. Computers in Human
Behavior 15 (2), 161-172.
Abstract:
This study investigated influences on employee self-efficacy of
computer technologies resulting from computer training programs
that were intended to meet individual and organization objectives
for university personnel. Subsequent to training, an assessment
of employee computer technology self-efficacy was necessary for
determining self-efficacious duration and the usefulness of technical
education. A descriptive survey design was used to gather data
from a population of 2597 university employees. Results indicated
employee computer technology self-efficacy levels remained stable
for a 2.5-year period. In addition, select subscales of the variables
previous classroom computer training and computer use required
on the job predicted computer technology self-efficacy. Frequency
of computer use, home computer use, and training responsibility
were also noted to influence the transfer of training process as
it pertains to computer technology self-efficacy. Interaction relationships
were also discovered among certain disciplines of computer use
and degree of computer use. Implications of the study are relevant
to employee placement and workplace computer education needs. (C)
1999 Elsevier Science Ltd. All rights reserved.
Technology and Productivity in Higher Education
http://www.educause.edu/nlii/keydocs/massy.html