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A model for teaching technology: Using Excel in an accounting information systems course

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  • Willis, Veronda F.

Abstract

In response to recommendation #4 of the Pathways Commission Report, this teaching note describes an instructional project that allows students to learn new functions in Microsoft Excel. While this project is used in a small undergraduate Accounting Information Systems course, it can be used in larger classes and in any class where students learn technology. In addition to strengthening their understanding of Excel, students are given an opportunity to communicate their understanding of Excel via peer teaching. Since accountants use Excel frequently, students need to be exposed to the vast array of functions and capabilities in Excel in order to enhance student success in the accounting profession. Students enter the course with varying degrees of Excel experience potentially making teaching and developing projects that meet the needs of all students a daunting and challenging task. This paper explains how the experience level problem is overcome in order to help students learn Excel in an environment that not only allows them to learn how to use selected Excel skills but also allows them to learn why and when these skills are useful for accountants.

Suggested Citation

  • Willis, Veronda F., 2016. "A model for teaching technology: Using Excel in an accounting information systems course," Journal of Accounting Education, Elsevier, vol. 36(C), pages 87-99.
    • Handle: RePEc:eee:joaced:v:36:y:2016:i:c:p:87-99
    DOI: 10.1016/j.jaccedu.2016.05.002
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    References listed on IDEAS

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    1. Ragland, Linda & Ramachandran, Usha, 2014. "Towards an understanding of excel functional skills needed for a career in public accounting: Perceptions from public accountants and accounting students," Journal of Accounting Education, Elsevier, vol. 32(2), pages 113-129.
    2. Paul W. Grimes, 2002. "The Overconfident Principles of Economics Student: An Examination of a Metacognitive Skill," The Journal of Economic Education, Taylor & Francis Journals, vol. 33(1), pages 15-30, January.
    3. Apostolou, Barbara & Dorminey, Jack W. & Hassell, John M. & Rebele, James E., 2014. "A summary and analysis of education research in accounting information systems (AIS)," Journal of Accounting Education, Elsevier, vol. 32(2), pages 99-112.
    4. Braun, Karen W., 2013. "Custom fabric ventures: An instructional resource in job costing for the introductory managerial accounting course," Journal of Accounting Education, Elsevier, vol. 31(4), pages 400-429.
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    Cited by:

    1. Khaldoon Al-Htaybat & Larissa von Alberti-Alhtaybat & Zaidoon Alhatabat, 2018. "Educating digital natives for the future: accounting educators’ evaluation of the accounting curriculum," Accounting Education, Taylor & Francis Journals, vol. 27(4), pages 333-357, July.
    2. Susanne Leitner-Hanetseder & Christoph Eisl & Carina Knoll & Othmar M. Lehner, 2021. "Need For Advanced It Skills For Accountants €“ What Does Accounting Education Literature Tell Us?," Business Education and Accreditation, The Institute for Business and Finance Research, vol. 13(1), pages 57-69.
    3. Jorge Luis García & Ignacio de los Ríos, 2021. "Model to Develop Skills in Accounting Students for a 4.0 Industry and 2030 Agenda: From an International Perspective," Sustainability, MDPI, vol. 13(17), pages 1-31, August.
    4. Domino, Madeline A. & Schrag, Daniel & Webinger, Mariah & Troy, Carmelita, 2021. "Linking data analytics to real-world business issues: The power of the pivot table," Journal of Accounting Education, Elsevier, vol. 57(C).
    5. Parra, Fernando & Jacobs, Aimee & Trevino, Laura L., 2021. "Shippy Express: Augmenting accounting education with Google Sheets," Journal of Accounting Education, Elsevier, vol. 56(C).

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