Scholarship & Research
Permanent URI for this communityhttps://scholarworks.montana.edu/handle/1/1
Browse
3 results
Search Results
Item Software applications on microcomputers in secondary marketing education programs(Montana State University - Bozeman, College of Business, 1985) Painter, John E.; Chairperson, Graduate Committee: Norman L. MillikinThe purpose of the study was to identify the ways that secondary Marketing/Distributive Education Programs are using computers and the specific software employed. The survey instrument was mailed to 180 National DECA member Marketing/DE Programs which represented 50% of the member programs in the states of MI, ND, SD, WA, VA, and OR. Ninety usable returns were received on which sixty-six instructors indicated that they were utilizing computers in some way. These replies were tabulated and analyzed. From this data and a review of literature it was concluded that computers are a very new part of the majority of Marketing/DE programs in the states surveyed. The amount of time that most students use a computer for Marketing classes was reported as less than one hour per week. The most common computers in Marketing are the Apple II series (II, II+, IIe, and IIc ) and the software designed to run on these machines. Word Processors, spreadsheets, and simulations are the most common types of software being utilized. The following programs were the most frequently mentioned by name as being used successfully: Appleworks and Applewriter by Apple, the DECA contest series, Enterprise Sandwich Shops from Gregg/McGraw-Hill, Gadgetronics from Southwestern, Jeans Factory from Phillips Petroleum Company, the CDEX training programs, and Free Enterprise from SRA Software. The recommendations made by the researcher include the following: that provision be made for students to have more hands-on-time, machine purchases for Marketing should reflect the ownership patterns of the local busines community and not be based solely on what a school district has or on price, a national clearinghouse should be established to exchange information about computers and software in Marketing, and the types of usage should be expanded. It is also recommended that additional studies be conducted to establish if there is a correlation between usage of computers and enrollment in Marketing classes.Item Initializing successful computerized systems in schools(Montana State University - Bozeman, College of School of Business, 1982) Graham, Vern Ann; Chairperson, Graduate Committee: Virginia HartmanMicrocomputers are becoming an important part of equipment in many schools today. In order for schools to make the most of this equipment, planning and organization has to take place before the computer is installed. Information was gathered from numerous sources. These sources included library research, demonstrations of hardware and software, courses taken, and interviews with students, teachers, and vendors. The information was interfaced to cover all major factors that influence a successful system. This project gives guidelines on how establishing a successful computerized system could take place. The five major factors presented are personnel, vendor selection, hardware selection, software selection, and site preparation. If these areas are handled correctly the computerized system at the school will be an asset to all involved. Personnel were found to be the key factor in all computer-oriented systems. Enthusiasm in using the new system is more important than actual knowledge. Purchasing software that is well documented enables the teachers to get involved quickly with making the computer useful in the classroom. Hardware should be easy to use and easy to maintain. Maintenance is the responsibility of the vendor; therefore, vendor selection is also very important.Item A model for implementing microcomputers into a business education program(Montana State University - Bozeman, College of Business, 1988) Uggetti, John Michael; Chairperson, Graduate Committee: Norman L. MillikinMany school districts have purchased microcomputers without really designing a sound plan for use in their districts. Business educators have also purchased microcomputers for their programs without analyzing all of the options that are available with a microcomputer. An enormous amount of literature is available for use of microcomputers in various curricula. However, less information is available on specific guidelines for implementing microcomputers, into the business education curriculum. Standards for selecting hardware, software, facility planning and teacher training could be beneficial to all persons involved in designing a microcomputer laboratory. Research into this area provides school boards, administrators, teachers and students with critical information for designing a microcomputer laboratory.