Pedagogical Practices of Accounting Departments Addressing AACSB Technology Requirements

2021 ◽  
Author(s):  
Sumantra Sarkar ◽  
Scott R. Boss ◽  
Joy Gray
Keyword(s):  
Technology Integration ◽  
Data Analytics ◽  
Faculty Training ◽  
Pedagogical Practices ◽  
Educational Institutions ◽  
Technology Skills ◽  
Accounting Faculty ◽  
Accounting Curriculum ◽  
Qualitative Feedback ◽  
Quantitative Results

Technology skills are essential for accounting professionals and should be equally important in the accounting curricula. Educational institutions measure technology-related curricular innovations in part through compliance with AACSB Standard A5. We investigate how institutions are preparing for accreditation review as it relates to technology in accounting curriculum by surveying AIS educators from 85 universities and examining efforts to meet the AACSB Standard A5 accreditation requirements. Quantitative results suggest that most institutions feel they are prepared but also contain some contradictory information that, when combined with qualitative feedback, raises questions about the degree of progress in technology integration. Common issues include a widespread lack of increased faculty training, an over-reliance on AIS classes to meet accreditation standards, and the inclusion of basic spreadsheet and visualization skills as "technology" or "data analytics." We provide a suggested pathway to improve accounting pedagogy as it relates to technology through phased curricular changes and issue a call for administrators to support increased accounting faculty technology training.

Faculty Training Strategies to Enhance Pedagogy-Technology Integration

2012 ◽  
pp. 192-202
Author(s):  
Jared Keengwe ◽  
David Georgina ◽  
Patrick Wachira
Keyword(s):  
Technology Integration ◽  
Learning Strategies ◽  
Student Teaching ◽  
Teaching And Learning ◽  
Faculty Training ◽  
Appropriate Technology ◽  
Educational Opportunities ◽  
Pedagogical Practices ◽  
Technology Literacy ◽  
Traditional Classrooms

One of the unprecedented benefits of campus-wide distance learning strategies has been the incorporation of more technology-based pedagogy into traditional classrooms, thus, increasing faculty and student teaching and learning opportunities. This “hybrid” or “blended” teaching has emerged largely due to a desire to widen access to educational opportunities, continuing education, and university resources (Curran, 2004; Garrison & Kanuka, 2004). However, a major challenge to this technologically enhanced pedagogy has been the training of higher education faculty. This article focuses on faculty technology literacy, the implementation of technology into traditional faculty pedagogy, and the need for effective faculty training to enhance appropriate technology integration into classroom instruction (Keengwe, 2007). In this paper, the authors recommend two tier training as a possible strategy to technology integration training challenges that instructors face in their pedagogical practices.

Faculty Training Strategies to Enhance Pedagogy-Technology Integration

2010 ◽  
Vol 6 (3) ◽  
pp. 1-10 ◽  
Author(s):  
Jared Keengwe ◽  
David Georgina ◽  
Patrick Wachira
Keyword(s):  
Technology Integration ◽  
Learning Strategies ◽  
Student Teaching ◽  
Teaching And Learning ◽  
Learning Opportunities ◽  
Faculty Training ◽  
Appropriate Technology ◽  
Pedagogical Practices ◽  
Technology Literacy ◽  
Traditional Classrooms

One of the unprecedented benefits of campus-wide distance learning strategies has been the incorporation of more technology-based pedagogy into traditional classrooms, thus, increasing faculty and student teaching and learning opportunities. This “hybrid” or “blended” teaching has emerged largely due to a desire to widen access to educational opportunities, continuing education, and university resources (Curran, 2004; Garrison & Kanuka, 2004). However, a major challenge to this technologically enhanced pedagogy has been the training of higher education faculty. This article focuses on faculty technology literacy, the implementation of technology into traditional faculty pedagogy, and the need for effective faculty training to enhance appropriate technology integration into classroom instruction (Keengwe, 2007). In this paper, the authors recommend two tier training as a possible strategy to technology integration training challenges that instructors face in their pedagogical practices.

scholarly journals IOT And Big Data Analytics In E-Learning: A Technological Perspective and Review

2018 ◽  
Vol 7 (1.8) ◽  
pp. 164 ◽  
Author(s):  
S Kusuma ◽  
D Kasi Viswanath
Keyword(s):  
Big Data ◽  
Data Analytics ◽  
Big Data Analytics ◽  
Digital Culture ◽  
Educational Institutions ◽  
Learning Approaches ◽  
E Learning ◽  
Recent Trends ◽  
Conducting Research ◽  
The Internet Of Things

The internet of things & Big data analytics in eLearning brings tremendous challenges & opportunities to educational institutions & students. In recent trends, the growth of Pervasive computing, Social media, evolving IoT capabilities, technologies such as cloud computing, and big data and analytics are improving the core values of teaching and conducting research but also instilling a new digital culture and developing an IoT-centric society. The primary purpose of this paper is to provide an impact of IoT & Big data analytics in the area of E-learning and study on different E-learning approaches. 

scholarly journals The Teacher Technology Integration Experience: Practice and Reflection in the Classroom

10.28945/2227 ◽  
2015 ◽  
Vol 14 ◽  
pp. 161-178 ◽  
Author(s):  
Dana Ruggiero ◽  
Christopher J. Mong
Keyword(s):  
Professional Development ◽  
United States ◽  
Technology Integration ◽  
Mixed Methods Research ◽  
Online Survey ◽  
Teaching Style ◽  
The United States ◽  
Pedagogical Practices ◽  
Full Time ◽  
K 12

Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partially, to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers, such as professional support and access to hardware and software, have been largely diminished over the last twenty years due to an influx of money and strategies for enhancing technology in primary and secondary schools in the United States. This mixed-methods research study was designed to examine the question, “What technology do teachers use and how do they use that technology to facilitate student learning?” K-12 classroom teachers were purposefully selected based on their full-time employment in a public, private, or religious school in a Midwestern state in the United States, supported by the endorsement of a school official. There were 1048 teachers from over 100 school corporations who completed an online survey consisting of six questions about classroom technology tools and professional development involving technology. Survey results suggest that technology integration is pervasive in the classroom with the most often used technology tool identified as PowerPoint. Moreover, teachers identified that training about technology is most effective when it is contextually based in their own classroom. Follow-up interviews were conducted with ten percent (n=111) of the teachers in order to examine the relationship between teachers’ daily classroom use of technology and their pedagogical practices. Results suggest a close relationship; for example, teachers with student-centric technology activities were supported by student-centric pedagogical practices in other areas. Moreover, teachers with strongly student-centered practices tended to exhibit a more pronounced need to create learning opportunities with technology as a base for enhancing 21st century skills in students. Teachers indicated that external barriers do exist that impact technology integration, such as a lack of in-service training, a lack of available technology, and restricted curriculum, but that overcoming internal barriers, including personal investment in technology, attitude towards technology, and peer support, were a bigger indicator of success. Recommendations are made for restructuring professional development on strategies for contextualizing technology integration in the classroom.

scholarly journals A Model to Integrate Data Analytics in the Undergraduate Accounting Curriculum.

2020 ◽  
Author(s):  
Hussein Issa ◽  
Amer Qasim ◽  
Ghaleb El Refae ◽  
Alexander J. Sannella
Keyword(s):  
Data Analytics ◽  
Accounting Curriculum ◽  
Integrate Data

A Framework and Resources to Create a Data Analytics-Infused Accounting Curriculum

2021 ◽  
Author(s):  
Kevin E Dow ◽  
Norman Jacknis ◽  
Marcia Weidenmier Watson
Keyword(s):  
Critical Thinking ◽  
Diffusion Of Innovation ◽  
Data Analytics ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Accounting Students ◽  
Diffusion Of Innovation Theory ◽  
Fully Integrated ◽  
Accounting Curriculum ◽  
Data Analytic

The technology and Data Analytics developments affecting the accounting profession in turn have a profound effect on accounting curriculum. Accounting programs need fully-integrated accounting curriculum to develop students with strong analytic and critical thinking skills that complement their accounting knowledge. This will meet the profession's expectation that accounting students have expert level skills in both technical accounting knowledge and Data Analytics. This paper provides a framework and the resources for creating a Data Analytics-infused accounting curriculum. Specifically, using the Diffusion of Innovation Theory, we apply the theory's five stages to the infusion of Data Analytics into the accounting curriculum: Knowledge, Persuasion, Decision, Implementation, and Confirmation. We formulate an Analytics Value Cube to guide the use of different analytic techniques as accounting programs integrate. We recommend free tools, questions, and cases for use across the curriculum. While our focus is on accounting programs new to Data Analytics, these resources are also useful to accounting programs and practitioners that wish to expand their data analytic offerings.

Has Excel Become a "Golden Hammer": The Paradox of Data Analytics in SME Clusters

2021 ◽  
Author(s):  
Kimberly Swanson Church ◽  
Jennifer Riley ◽  
Pamela J. Schmidt
Keyword(s):  
Data Analytics ◽  
Survey Study ◽  
Business Sector ◽  
Large Firms ◽  
Curriculum And Pedagogy ◽  
Empirical Survey ◽  
Accounting Curriculum ◽  
Analytic Skills ◽  
The U.S ◽  
New Jobs

Demand for data analysis skills in the accounting profession is well documented and necessarily informs accounting curriculum and pedagogy. This empirical survey study focuses on small and medium-sized entities (SMEs), finding SMEs continue to use Excel spreadsheets extensively for data analytics tasks. SME cluster research suggests different adoption rates for technology between this segment and large firms. Investigating SME demands for skills and abilities of new job entrants differs from the large organizations that served as the original drivers of analytic skills and technology recommendations. Findings in this study suggest SMEs continue performing their leading accounting tasks using Excel spreadsheets, and lag in adoption of data analytics technology. SMEs are a significant business sector comprising 95-99 percent of firms in the U.S. economy, creating 65 percent of new jobs from 2000-2018 (USSBA 2019), and competing with large firms but with fewer resources. These findings will guide educators in SME markets.

scholarly journals Alacrity of Preschool Education Teachers to Work with Children in Inclusive Groups

2020 ◽  
Vol 10 ◽  
pp. 139-148
Author(s):  
N. Diatlenko ◽  
◽  
A. Goncharenko ◽  
H. Smolnykova ◽  
D. Sabol ◽  
...  
Keyword(s):  
Inclusive Education ◽  
Preschool Education ◽  
Negative Attitude ◽  
Pedagogical Practices ◽  
Educational Institutions ◽  
Positive Attitudes ◽  
Special Groups ◽  
Teacher Training Programs ◽  
Expected Benefits ◽  
Structured Questionnaire

To make preschool inclusion successful and to have children gain the expected benefits, teachers need to be provided with functional teacher training programs that foster positive attitudes and provide them with a meaningful experience. The purpose of the study was to investigate the readiness of educators of preschool education institutions in Kyiv to work in inclusive classrooms. In the process of integration into the European community, Ukraine has focused on educational reforms, in particular, the creation of conditions for the introduction of inclusive education in educational institutions. The parameters of the research are taken into account, such as attitude to the idea of inclusion, possession of the necessary arsenal of pedagogical practices, understanding of barriers and ways to overcome them on the way to the organization of inclusive education. A structured questionnaire of preschool teachers attempts to reveal their attitudes towards inclusive education in general and to assess the conditions that promote or hinder the emergence of willingness and willingness to work in an inclusive group. The results of the study showed that a significant number of educators have a negative attitude to the idea of inclusion, believing that children should study in special groups or in special institutions (but not boarding schools). Educators name a number of barriers that prevent them from being positive about inclusive education, and underestimate their readiness for such work.

scholarly journals Development and application of best pedagogical practices (experience of higher educational institutions in EU countries)

2021 ◽  
Vol 7 (2) ◽  
pp. 553-563
Author(s):  
Mykhailo Poplavskyi
Keyword(s):  
European Union ◽  
Research Methods ◽  
Educational Process ◽  
Pedagogical Practices ◽  
Educational Institutions ◽  
The European Union ◽  
Higher Educational Institutions ◽  
Main Hypothesis ◽  
Educational Innovations ◽  
Eu Countries

Teaching at a modern university should be based on the best pedagogical developments, the latest achievements in the educational space. This also applies to the education sector of the European Union. This is what determined the relevance of this article. The study aims to analyze and prove the effectiveness of educational innovations on the example of the introduction of specific pedagogical practices that are relevant and universal for use in integrated teaching in European educational institutions, including the interactive component of the educational process in EU education. The range of research methods (empirical, statistical, and theoretical) was used to achieve the goal and justify the results of the study. The main hypothesis of the study is the assumption that the introduction of the best pedagogical practices in the educational space, such as interactive, universal. The result of the study is to determine the effectiveness of interactive pedagogical practices. A further perspective is the study of new pedagogical practices and detailed development of the algorithm for their implementation, then the collected materials can be further used in the educational process.

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