LITERATURE REVIEW ON
EMERGING TECHNOLOGY FOR ACCOUNTANTS
INTRODUCTION
Technology is
becoming part and parcel of education but the adoptions of these new
technologies are not always accepted that readily. Technology has become the
order of the day for all professions. Technology
has brought about change in all professions and has transformed the manner in
which we do things. Technology is here
to stay and we need to embrace it and keep abreast with its changes or else we
will become extinct and lost. It is
imperative for Educators to keep abreast with industry so that our graduates
can emerge into the working environment easily.
TECHNOLOGY AND
ACCOUNTING
The roles and job
descriptions of Accountants have evolved and there is a greater reliance and
dependence on technology today. It is
thus critical to integrate technology into accounting education. Students are generally more eager to embrace
new technologies. It now becomes
incumbent on accounting staff members to accept the changes and embrace
technology too. The problem arises in
the resistance to change by staff members.
According to Fridman,
Dasoo and Basson (2003) information technology increases student’s motivation
and interest in Accounting. They found that integration of technology
increased learning opportunities, interaction and deep learning. Technology need to be integrated into the
core curriculum in order for the students to learn technology as it can add
value to their careers. All business tasks
are performed via technology today.
According to Wessels (2007) there is a gap in Accounting graduates’
education as they have to be taught by their employers to
understand systems in place and how to work on accounting software. This emphasizes the importance of integrating
technology into the curriculum that can add value to the graduate and the
employer.
As pointed out by Cloete (2006) the senior executive of
SAICA (South African Institute of Chartered Accountants Education and Training
- Information technology is redefining the Accounting profession
- The industry is being driven by developments in technology
- Technologically skilled accountants are a necessity as traditional skills are replaced by technology
This highlights once again the integration of
Technologies into Accounting Curriculum. The advances of technologies over the
years offered new paradigms for university teaching and learning.
LEARNER MANAGEMENT SYSTEMS
A learner management system offers learning tools such
course materials, discussion forums; course Assessments, Chat rooms to
facilitate learning. There are
tremendous benefits from using a LMS ranging from convenience, cost saving, enhanced
learning, increased motivation and improved learning outcome. A LMS is merely a tool to enhance
learning. It is important to use tools
but they need to be relevant and aligned to the discipline. New technologies create an underlying process
of learning.
According to Hansen et al. (2010) millennium students
have grown up in a technologically rich world using mobile phones, e-mails and
computer games which are focused on interaction and connectedness. There is
interdependence of course activities and you can present same material in
different forms. In Czerniewicz and Brown (2011) South African
students are “digital strangers”, but noticed, however, that these students all
have access to and experience of mobile phones.
The majority of South African students do not have access to computer
facilities, laptops and Internet except when they are on campus. LMS allow students to access the material at
their convenience.
CLOUD COMPUTING
According to National Institute of Standards and
Technology (2009) cloud computing is a general term for delivering hosted
services over the Internet. Google docs
is an example of cloud computing. Cloud computing is able to be accessed anywhere there is
a reliable internet connection.
- It has the ability to be access the data on any network regardless of the client platform (mobile phone, laptop, ipad) that is used.
- Cloud computing can be delivered privately, publicly, community based or a hybrid of the three.
- It is user friendly and requires little training
- Number of benefits to students – easier to work geographically on projects
- Collaborative projects
CONCLUSION
The value of these technologies will only be realised
once it is put into practice in my discipline and by me encouraging others to
use it.
BIBLIOGRAPHY
Cloete, F. (2006).
Challenges facing the accounting profession. Conference proceedings of Value 2006. Conducted by the Faculty of Economic and
Financial Sciences of University of Johannesburg
Czerniewicz, L. & Brown, C. 2011. Born into the digital
age in the south of Africa: the reconfiguration of the "digital
citizen" [Online]. Available:
http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/PDFs/Czerniewicz.pdf.
Accessed 1 June 2012.
Fridman, B., Dasoo, N.,&Basson, R. (2003) computer
based instruction and academic achievement in Accounting Education, Education
as change, 7(1), 21-33
Hanson, T.L., Drumheller, K., Mallard, J., McKee, C.
& Schlegel, P. 2010. Cell phones, text messaging, and Facebook: competing
time demands of today's college students. College Teaching, 59(1):23–30
Mell, P. and Grance, T. “NIST Definiation of Cloud
Computing V15.”http://csrc.nist.gov/groups/sns/cloud-computing/index.html, May
2009
LITERATURE REVIEW ON
EMERGING TECHNOLOGY FOR ACCOUNTANTS
INTRODUCTION
Technology is
becoming part and parcel of education but the adoptions of these new
technologies are not always accepted that readily. Technology has become the
order of the day for all professions. Technology
has brought about change in all professions and has transformed the manner in
which we do things. Technology is here
to stay and we need to embrace it and keep abreast with its changes or else we
will become extinct and lost. It is
imperative for Educators to keep abreast with industry so that our graduates
can emerge into the working environment easily.
TECHNOLOGY AND
ACCOUNTING
The roles and job
descriptions of Accountants have evolved and there is a greater reliance and
dependence on technology today. It is
thus critical to integrate technology into accounting education. Students are generally more eager to embrace
new technologies. It now becomes
incumbent on accounting staff members to accept the changes and embrace
technology too. The problem arises in
the resistance to change by staff members.
According to Fridman,
Dasoo and Basson (2003) information technology increases student’s motivation
and interest in Accounting. They found that integration of technology
increased learning opportunities, interaction and deep learning. Technology need to be integrated into the
core curriculum in order for the students to learn technology as it can add
value to their careers. All business tasks
are performed via technology today.
According to Wessels (2007) there is a gap in Accounting graduates’
education as they have to be taught by their employers to
understand systems in place and how to work on accounting software. This emphasizes the importance of integrating
technology into the curriculum that can add value to the graduate and the
employer.
As pointed out by Cloete (2006) the senior executive of
SAICA (South African Institute of Chartered Accountants Education and Training
Information technology is redefining the Accounting
profession
The industry is being driven by developments in
technology
Technologically skilled accountants are a necessity as
traditional skills are replaced by technology
This highlights once again the integration of
Technologies into Accounting Curriculum. The advances of technologies over the
years offered new paradigms for university teaching and learning.
LEARNER MANAGEMENT SYSTEMS
A learner management system offers learning tools such
course materials, discussion forums; course Assessments, Chat rooms to
facilitate learning. There are
tremendous benefits from using a LMS ranging from convenience, cost saving, enhanced
learning, increased motivation and improved learning outcome. A LMS is merely a tool to enhance
learning. It is important to use tools
but they need to be relevant and aligned to the discipline. New technologies create an underlying process
of learning.
According to Hansen et al. (2010) millennium students
have grown up in a technologically rich world using mobile phones, e-mails and
computer games which are focused on interaction and connectedness. There is
interdependence of course activities and you can present same material in
different forms. In Czerniewicz and Brown (2011) South African
students are “digital strangers”, but noticed, however, that these students all
have access to and experience of mobile phones.
The majority of South African students do not have access to computer
facilities, laptops and Internet except when they are on campus. LMS allow students to access the material at
their convenience.
CLOUD COMPUTING
According to National Institute of Standards and
Technology (2009) cloud computing is a general term for delivering hosted
services over the Internet. Google docs
is an example of cloud computing.
Cloud computing is able to be accessed anywhere there is
a reliable internet connection.
It has the ability to be access the data on any network
regardless of the client platform (mobile phone, laptop, ipad) that is used.
Cloud computing can be delivered privately, publicly,
community based or a hybrid of the three.
It is user friendly and requires little training
Number of benefits to students – easier to work
geographically on projects
Collaborative projects
CONCLUSION
The value of these technologies will only be realised
once it is put into practice in my discipline and by me encouraging others to
use it.
BIBLIOGRAPHY
Cloete, F. (2006).
Challenges facing the accounting profession. Conference proceedings of Value 2006. Conducted by the Faculty of Economic and
Financial Sciences of University of Johannesburg
Czerniewicz, L. & Brown, C. 2011. Born into the digital
age in the south of Africa: the reconfiguration of the "digital
citizen" [Online]. Available:
http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/PDFs/Czerniewicz.pdf.
Accessed 1 June 2012.
Fridman, B., Dasoo, N.,&Basson, R. (2003) computer
based instruction and academic achievement in Accounting Education, Education
as change, 7(1), 21-33
Hanson, T.L., Drumheller, K., Mallard, J., McKee, C.
& Schlegel, P. 2010. Cell phones, text messaging, and Facebook: competing
time demands of today's college students. College Teaching, 59(1):23–30
Mell, P. and Grance, T. “NIST Definiation of Cloud
Computing V15.”http://csrc.nist.gov/groups/sns/cloud-computing/index.html, May
2009
LITERATURE REVIEW ON
EMERGING TECHNOLOGY FOR ACCOUNTANTS
INTRODUCTION
Technology is
becoming part and parcel of education but the adoptions of these new
technologies are not always accepted that readily. Technology has become the
order of the day for all professions. Technology
has brought about change in all professions and has transformed the manner in
which we do things. Technology is here
to stay and we need to embrace it and keep abreast with its changes or else we
will become extinct and lost. It is
imperative for Educators to keep abreast with industry so that our graduates
can emerge into the working environment easily.
TECHNOLOGY AND
ACCOUNTING
The roles and job
descriptions of Accountants have evolved and there is a greater reliance and
dependence on technology today. It is
thus critical to integrate technology into accounting education. Students are generally more eager to embrace
new technologies. It now becomes
incumbent on accounting staff members to accept the changes and embrace
technology too. The problem arises in
the resistance to change by staff members.
According to Fridman,
Dasoo and Basson (2003) information technology increases student’s motivation
and interest in Accounting. They found that integration of technology
increased learning opportunities, interaction and deep learning. Technology need to be integrated into the
core curriculum in order for the students to learn technology as it can add
value to their careers. All business tasks
are performed via technology today.
According to Wessels (2007) there is a gap in Accounting graduates’
education as they have to be taught by their employers to
understand systems in place and how to work on accounting software. This emphasizes the importance of integrating
technology into the curriculum that can add value to the graduate and the
employer.
As pointed out by Cloete (2006) the senior executive of
SAICA (South African Institute of Chartered Accountants Education and Training
Information technology is redefining the Accounting
profession
The industry is being driven by developments in
technology
Technologically skilled accountants are a necessity as
traditional skills are replaced by technology
This highlights once again the integration of
Technologies into Accounting Curriculum. The advances of technologies over the
years offered new paradigms for university teaching and learning.
LEARNER MANAGEMENT SYSTEMS
A learner management system offers learning tools such
course materials, discussion forums; course Assessments, Chat rooms to
facilitate learning. There are
tremendous benefits from using a LMS ranging from convenience, cost saving, enhanced
learning, increased motivation and improved learning outcome. A LMS is merely a tool to enhance
learning. It is important to use tools
but they need to be relevant and aligned to the discipline. New technologies create an underlying process
of learning.
According to Hansen et al. (2010) millennium students
have grown up in a technologically rich world using mobile phones, e-mails and
computer games which are focused on interaction and connectedness. There is
interdependence of course activities and you can present same material in
different forms. In Czerniewicz and Brown (2011) South African
students are “digital strangers”, but noticed, however, that these students all
have access to and experience of mobile phones.
The majority of South African students do not have access to computer
facilities, laptops and Internet except when they are on campus. LMS allow students to access the material at
their convenience.
CLOUD COMPUTING
According to National Institute of Standards and
Technology (2009) cloud computing is a general term for delivering hosted
services over the Internet. Google docs
is an example of cloud computing.
Cloud computing is able to be accessed anywhere there is
a reliable internet connection.
It has the ability to be access the data on any network
regardless of the client platform (mobile phone, laptop, ipad) that is used.
Cloud computing can be delivered privately, publicly,
community based or a hybrid of the three.
It is user friendly and requires little training
Number of benefits to students – easier to work
geographically on projects
Collaborative projects
CONCLUSION
The value of these technologies will only be realised
once it is put into practice in my discipline and by me encouraging others to
use it.
BIBLIOGRAPHY
Cloete, F. (2006).
Challenges facing the accounting profession. Conference proceedings of Value 2006. Conducted by the Faculty of Economic and
Financial Sciences of University of Johannesburg
Czerniewicz, L. & Brown, C. 2011. Born into the digital
age in the south of Africa: the reconfiguration of the "digital
citizen" [Online]. Available:
http://www.lancs.ac.uk/fss/organisations/netlc/past/nlc2010/abstracts/PDFs/Czerniewicz.pdf.
Accessed 1 June 2012.
Fridman, B., Dasoo, N.,&Basson, R. (2003) computer
based instruction and academic achievement in Accounting Education, Education
as change, 7(1), 21-33
Hanson, T.L., Drumheller, K., Mallard, J., McKee, C.
& Schlegel, P. 2010. Cell phones, text messaging, and Facebook: competing
time demands of today's college students. College Teaching, 59(1):23–30
Mell, P. and Grance, T. “NIST Definiation of Cloud
Computing V15.”http://csrc.nist.gov/groups/sns/cloud-computing/index.html, May
2009
Dear Karen
ReplyDeleteThank you for your literature review which has briefly looked at LMS and cloud computing.
I agree with you that “It is important to use tools but they need to be relevant and aligned to the discipline”, and I am sure you agree that these tools need to be able to address some teaching challenge or opportunity you have identified in your context.
For instance, you have indicated that:
• LMSs allow students to access the material at their convenience.
• Google docs is an example of cloud computing, ….is able to be accessed anywhere where there is a reliable internet connection.
From reading your text, you seem to want to give your students something they can take forward or 'personalize' for themselves in the future, as you are interested in something of “value to the graduate and the employer".
You could, for instance find a way of putting the Google Docs’ Spreadsheet application to some new, unique use in your classroom.
Check out Les Pang’s website: http://deoracle.org/online-pedagogy/teaching-strategies/applying-cloud-computing.html
It could have some idea you could expand.
Kind regards
Rita
Dear Karen
ReplyDeleteThanks for the literature update wrt accounting. As you say, you will have to be part of the future of how technology can be used in your profession (it seems as if there are not so much published from the looks of it). Are LMS and Cloud type systems the only way to go? What about simulation type games and systems? What I am thinking about is e.g. a logistics game played by teams of students across the globe (called the Fresh Connection) which teaches them to use the industry standard technology system and also gives them real life simulation of doing real logistics and also working in teams.
One other way of getting more information is to maybe ask colleagues you know at other institutions if they know of any action wrt accounting. I know at our accounting department there is a lecturer making screencasts on the use of formulas etc in Excel which thr students can access in or after class. Class time is used for working on application of the lesson's skill.
Anyway, you are making good progress in deeepening your case. We done
Regards
JP