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Accounting teachers’ perceived professional identity when integrating technologies into teaching

  • Authors: Adeyemi, Daphne
  • Date: 2020
  • Subjects: Accounting - Study and teaching , Educational technology , Information technology
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/486242 , uj:44223
  • Description: Abstract: The purpose of this qualitative study was to explore the perceptions of accounting teachers regarding their professional identity when integrating technologies into their classroom practice. Located in the interpretivist paradigm, the study adopted the qualitative approach and phenomenology as the strategy of inquiry. Individual interviews were utilised as the data collection method. A total sample size of five accounting educators was used from purposefully sampled schools in the Gauteng’s district-12 province. The data analysis process followed a thematic approach through use of Atlas.ti. Among the key findings of the study was the view that accounting educators’ beliefs, values and practices shape their professional identity in practice. The conclusion drawn from the study was that, despite having an enormous quest for integrating ICT into the accounting curriculum to entrench their professional identity, accounting educators are sometimes constrained by the challenges they endure in integrating ICT into their accounting pedagogy. For example, and contrary to expectations, the degree of ICT integration within the accounting curriculum does not correspond directly with the availability of the hardware, software, or Internet connectivity in the schools. Further to this, the attitude of members of the School Management Teams (SMTs) in supporting the process of ICT integration in the accounting curriculum, was shown to have a limited encouraging effect. Informed by these constraints, the recommendations made include the need for the SMTs to ensure that the process of integrating ICT into the accounting curriculum and pedagogy is enhanced through targeted efforts to ensure computer availability, financial support and the presence of a sound ICT policy that supported the schools to devise strategies that ensure that ICT is integrated across all the accounting classes. The recommendations also point to the need for proper hardware and software infrastructure and connectivity options to support the accounting educators and learners in their schools. , M.Ed. (Information and Communication Technology in Education)
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Evaluating the impact of integrating information and communication technologies in accounting education : a case study at the University of Johannesburg

Exploring the perceptions of academic trainees on IFRS learning through a new teaching and learning strategy

  • Authors: Malan, Marelize
  • Date: 2013-07-24
  • Subjects: International Financial Reporting Standards , Accounting - Study and teaching , University of Johannesburg. Dept. of Accountancy , Accounting - Standards , Financial statements - Standards
  • Type: Thesis
  • Identifier: uj:7668 , http://hdl.handle.net/10210/8536
  • Description: M.Comm. (Accounting) , In January 2010, the Department of Accountancy at the University of Johannesburg changed their teaching and learning strategy. This new strategy moved away from a teacher-centered classroom experience to a student-centered approach. Several interventions were employed to accomplish this. Examples include: pre-reading in preparation of the next lecture, self-assessment tests of the main objectives of the topic under discussion, tutorials, assignments and consultation with peers and/or lecturers. Accounting education at the Department is based on International Financial Reporting Standards (IFRS). IFRS is seen as principle-based standards. Many educators of accounting will have to adapt their teaching strategies and approaches when they deal with principle-based standards. They need to move away from teaching the rules to facilitating the understanding of principles, so that it can be applied to various scenarios. The purpose of this study is to explore the perceptions of academic trainees on a new teaching and learning strategy in the Department. This is done through a review of pedagogical approaches and strategies as suggested in the literature and then by gaining insight from academic trainees, through in-depth interviews, of the detailed working of the new teaching and learning strategy and the impact that the new teaching and learning strategy had on their learning of IFRS. The study found that the academic trainees perceived the new teaching and learning strategy to be successful and a good model to follow. It provides students with opportunities to learn in different ways, it encourages deep learning patterns and it places the responsibility for learning with the students so that they will become life-long learners. The teaching and learning strategy is not infallible and can be improved by providing more areas where students can debate multiple solutions, by incorporating more group work to enhance interpersonal skills and by explaining the workings and the purpose of the teaching and learning strategy more effectively.
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Lecturers changing andragogy during implementation of integrated information and communication technology (IICT) in accounting education

  • Authors: Rhodes, Raymond
  • Date: 2013
  • Subjects: Accounting - Study and teaching , Information and Communication Technology
  • Type: Article
  • Identifier: uj:6117 , http://hdl.handle.net/10210/12414
  • Description: In 2011 the University of Johannesburg embarked on a revolutionary method of teaching finance subjects within the diploma courses. This method of teaching integrates traditional teaching methodologies with the use of commercial accounting software. The traditional setting of teaching financial accounting takes place within an environment of a classroom or auditorium where theoretical work is discussed and practical work is done working from examples given by the lecturer, normally completed on paper and more recently on a spread-sheet package. In the new integrated setting, half of the classes still take place in the traditional setting but the balance of the teaching takes place in a computer laboratory/class as practical sessions. The computers are pre-loaded with industry-standard financial accounting software and these classes take place in a practical hands-on manner. This integration takes place over the full diploma course of three years. As this process starts on its’ third academic year, cognisance must be taken of the innovative and ground-breaking methodologies used, discovered and adapted by the lecturers. The lecturers have undergone an andragogical paradigm shift in their teaching over the period to date and it is this personal andragogical change that is being investigated and chronicled. This investigation into the change management and the lecturers changing andragogy during the implementation of IICT is a PhD study undertaken in the Faculty of Education at the University of Johannesburg. The purpose of this investigation and chronicle is to record the change management that has taken place, the lecturers’ andragogy before and after the change, and to report on the methodologies developed to cope with the change. This study does not argue the pedagogy of teaching actually taking place or being better or worse, it discusses the andragogy of the lecturers and how their teaching methods have adapted to the new challenges. In this paper the focus will be on the changes that have come about and the change management strategies as perceived by the management and also the change management as experienced by the lecturers. The relevant information gathered via interviews and focus groups (qualitative) from key lecturers and management will be used to report on how the successful change management was achieved within an academic environment.
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The future of accounting education with the integration of ICT

  • Authors: Rhodes, Nadia
  • Date: 2013
  • Subjects: Information and Communication Technology , Accounting - Study and teaching
  • Type: Article
  • Identifier: uj:6116 , http://hdl.handle.net/10210/12413
  • Description: This paper reports on the integration of information and communications technology (ICT) and the reform of accounting education that flowed from a process followed to align accounting education to accounting practice in Higher Education. A gap has been identified in the skills and knowledge of accounting diploma graduates creating a need for the integration of ICT and accounting education to close this gap. The implementation process that was followed highlighted how the teaching and learning methods would have had to evolve to accommodate ICTs in accounting education. Firstly, the iterative cycles of design-based research is argued to increase the contribution to the reform of accounting education. Secondly, the article clarifies and verifies the alignment process that was effected. The methodology followed in design-based research with the infusion of cultural-historical activity theory is argued to effect a plan that is practical and feasible for implementation. A planned series of interventions for the staff in the department to augment this alignment process is argued to be one of the necessary steps for closing the gap in the accounting graduates’ skills and knowledge as needed in the workplace. Lastly, it is argued that the design principles that emanated from the findings will in future sustain a process of evolution in accounting education and can be applied as standalone principles or in any combination to work together as a process for the management of change. In conclusion, the implementation plan has been identified as an imperative architect for the augmentation of design principles that will sustain the evolution of accounting education for the diploma students.
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Using authentic online assessment to support Grade 10 learners’ understanding of basic accounting content knowledge

  • Authors: Modiba, Wendy
  • Date: 2016
  • Subjects: Accounting - Study and teaching , Computer-assisted instruction
  • Language: English
  • Type: Masters (Thesis)
  • Identifier: http://hdl.handle.net/10210/214616 , uj:21303
  • Description: Abstract: Since 1998, South Africa’s education system has been characterised by a series of curriculum policy changes, one of which, in the Economic and Management Sciences (EMS) for General Education and Training (GET) Phase constitutes Accounting, Economics and Business Studies. Before the introduction of EMS, Accounting was taught as an independent subject from grades 8 to 12, however, EMS brought its own challenges around its implementation. This particular system used the traditional paper-based approach as one of the instruments in the classroom to measure learner achievement. It was found that it could be teacher-centric, leaving learners as passive recipients of knowledge and not allowing them to show true understanding of standards. Significant amongst the criticism of the changes in the Accounting curriculum were the learners entering the Further Education and Training (FET) Phase with a lack of basic knowledge and skills, poor performance and declining numbers of those opting to take the subject, restructuring of old and new topics in the syllabus, and new ways of teaching and learning which have caused anxiety among Accounting educators. Thus, the use of computer technology to assess Accounting content at school level in Gauteng schools remains unexploited. The study describes the design of the online assessment in which an authentic online assessment activity was crafted to support grade 10 learners’ understanding of basic Accounting content knowledge. This study used Reeves, Herrington and Oliver's (2006) characteristics of authentic assessment as a framework to guide a new approach to design assessment activities that will allow learners to apply their knowledge and skills to various real-world settings. The Curriculum and Assessment Policy Statement (CAPS) for Accounting (2011) and the Annual Teaching Plan (2014), which includes the topics and content to be covered within each topic, were used to design the question items. The authentic online assessment was conceptualised through the theoretical perspective of the Revised Bloom’s Taxonomy, a framework that classified the online assessment questions at the different cognitive levels. Computer software, Questbase with multimedia resources... , M.Ed.
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