THE STUDY OF IMPLEMENTATION OF EDUCATIONAL TECHNOLOGY IN IRANIAN UNIVERSITIES

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1 roceedings of the 2 nd International Conference of Teaching and Learning (ICTL 2009) INTI University College, Malaysia THE STUDY OF IMLEMENTATION OF EDUCATIONAL TECHNOLOGY IN IRANIAN UNIVERSITIES Mehdi Mohammadi 1, Ali Mohammadi 2 and Nabiollah Mohammadi 3 1,2 Islamic Azad University (Zanjan Branch), Iran ( Zanjan hysical Education Administration, Iran ABSTRACT Due to development of educational use in information and communication era, needs of job market (employer) for management and accounting applicants are increasingly changing. This paper intends to highlight the implementation of the universities professors' participation for using in accounting education. The subjects of this study which were from Iranian Azad and state universities, consist of 100 professors. The data was collected through using questionnaire and data was analyzed by computer software, SSS. The result of this study showed the following educational technologies of power point, management and accounting soft wares and internet have been mostly used respectively. The rate of using of different educational and their way of selection by professors, are different in terms of major course, kinds of universities, academic levels, experience, age, sex and etc. Since there are differences among professors in educational use, so it is recommended that by presetting continues educational programs, we can improve the quality and rate of using education. KEYWORDS Educational, Universities, rofessors INTRODUCTION Global advancement in communication and information have given rise to wide developments of learning opportunities and getting access to educational and academic resources. Something which was impossible to attain through traditional instruments and methods. Application of new has not only accelerated and facilitated the education and also promoted the effective management levels of educational systems, it has but also revolutionized the concepts and bases of traditional educational systems. The issues such as significance and reliance on predetermined textbooks and materials for each class and course, the way of evaluation of educational methods and estimation of effectiveness and rate of learning, the role and value of assignments and final examinations and the interaction between teacher and student have been changed due to using information. So, the question arises: Is it necessary to use communication and information in higher educational systems? How can we successfully apply the communication and information at universities? We are confronted with main challenges and questions. Therefore, it is essential for educational and academic systems in general and higher education in particular to use obtained advancements of this area. 1

2 Since, the traditional methods are time-consuming and do not have the necessary efficiency in better learning of accounting courses. Hence, getting access to information about the selection and use of educational technologies by university professors and the rate of interaction between professors and students in and out of classroom in order to transfer information rapidly and increase the learning quality of accounting courses, have great importance. More over, it is required to provide educational technologies for university professors so as to having rapid and in time communication. STATEMENT OF ROBLEM AND SIGNIFICANCE OF STUDY Today, most professional organizations encourage the academic boards to use educational technologies. Since, influenced managing of daily activities of institutes, so getting access to information about the selection of educational technologies has by university professors and also the rate of interaction between professors and students in and out of classes have great importance. Such information can help us in recognition of suitable technologies and application of them in accounting education. Educational technologies include the wide range of communication and media instruments like auditory and visual instruments, graphic, hardware and software programs, and data transfer equipment for presenting concepts and usage of accounting to students in and out of classroom. THE SIGNIFICANCE OF ALICATION OF EDUCATIONAL TECHNOLOGY IN EDUCATIONAL SYSTEM AND CURRICULUM As we know, if we use scientifically, it will facilitate and prevent the problems in agriculture, industry, services, managements and etc. The advantages of new are rapid transfer of news, message, people, things, easy access to knowledge, making use of hygienic facilities and healthy life, having communication with different parts of the world and etc. The use of new technological equipment has influenced highly the speed of learning and methods of presenting educational materials in population of students. Systematic use of educational spaces in education has given rise to fundamental changes in the area of organizing universities and presenting various hypotheses, coordination of teaching obligations, and innovation of various educational methods. It is concluded that if we apply and implement new in higher education revising educational systems, duties, professors; responsibilities and implementation methods seem to be essential. Therefore, we should plan appropriately if we want to use new educational facility. It seems that the development and use of educational depend on factors as industry, economy, social culture, educational system, curriculum and educational methods. 2

3 EDUCATIONAL TECHNOLOGY AND RECENT DEVELOMENT Revising in content issues of educational is continuing. The bases of those revising are new orientations in learning and cognition psychology and the factors which influence it. The impact of psychology on applied education is the extent that some reputable universities have adopted a new name for educational, that is, they have added psychology courses to educational. Educational has been appeared in different types in its evolution, like: 1. material (software); 2. educational equipment (hardware); 3. as a new concept. Scientific and general attitudes in which all educational factors are designed systematically to increase the quality of learning, have constituted the new concept of educational which is different from the physical concept of it. Educational as a field of study has the three following characteristics: 1. Hardware characteristic, which emphasizes on new media and use of them in educational affairs. 2. Software characteristic, which includes the provision of software design methods or educational materials. 3. Educational, which emphasizes on problem solving. THE ROLE OF EDUCATIONAL TECHNOLOGY The main role of educational is to improve the total efficient of teaching and learning process. The following can be mentioned: 1. Increasing the quality of learning 2. Reducing time period so as to get access to required goals. 3. Increasing the efficiency of teachers in terms of the number of learners who are learning. 4. Reducing expenses without decreasing quality. 5. Increasing the independence of learners and flexibility of educational facility. Educational is not a single, but it is the combination of software and hardware programs. This may be the combination of voice channels, computer codes, data, graphics, videos or texts. Although using is characterized with hardware features (like video, computer). REVIEW OF LITERATURE So far, comprehensive studies, regarding information have not been carried out in Iran. But a research has been done in U.S. California between 2000 and 2001 among 800 American accounting professors entitled "Application of in accounting education and the survey the use of it among faculty members". In this study, researcher(s) have first identified in use technologies in America Universities and then by of questionnaire, have concluded that the rate of using , computer sites, web pages and data analysis software in terms of age, experience, areas and levels are different. 3

4 RESEARCH OBJECTIVES This study highlights the following objectives: 1. Drawing the participation of professors in integration of in accounting education. 2. Having rapid and timely communication with advanced universities requires educational to be available for university professors. 3. Those who begin their own career on accountants should get required skilled for using effectively. 4. Recognition of the rate using different in accounting education. MAIN RESEARCH QUESTION This research attempts to answer this question: is there any difference between the selection of education and rate of application of it by university professors. THE MAIN RESEARCH HYOTHECS The rate of using educational in accounting education by university professors is different. RESEARCH SUB-HYOTHECS 1. The rate of using educational in accounting education in terms of field of teaching is different. 2. The rate of using educational in accounting education in terms of scientific ranking is different. 3. The rate of using educational in accounting education in terms of levels of teaching is different. 4. The rate of using educational in accounting education in terms of professor s experience is different. 5. The rate of using educational in accounting education in terms of professor s ages is different. 6. The rate of using educational in accounting education in terms of professor s sex is different. METHODOLOGY This study uses descriptive and survey methods. 4

5 INSTRUMENTATION A questionnaire was used to collect the required information. The library and internet were also used. The questionnaire consisted of two general parts. The first part included questions about the range of application of each in accounting education. The list of seven cases of different educational technologies has been presented in the questionnaire. The respondents have been asked to decide the level of application of educational by marking one of the three given alternatives of "never", "sometimes" and "often". The second part of questionnaire included questions regarding the demographic information such as teaching area, scientific grade, levels of teaching, the rate of experience and gender. Likert Scale was used for measuring information. To access the validity of questionnaire, the content validity was used, in a way that three accounting professors were asked to express their attitudes regarding the content of questionnaire. To assure of reliability and increase the rate of responding, the questionnaire was sent to professors twice in a two-week interval. 65 questionnaires were received after first sending but in second time ten more questionnaire were received. Therefore, the total questionnaires collected for this study was 75. ARTICIANTS 100 faculty members of accounting at Islamic Azad University and state-run universities were selected to participate in this study. The selection procedure yielded a sample of 75 professors. ANALYZING RESEARCH FINDINGS To analyze data, research inputs were first taken from available documents and tests and the of the rate of use was calculated. Then, the data was analyzed both descriptively and inferentially, using computer through statistical software program of SSS. To test research hypotheses, t-test (t-student) was used. Since all calculations were done by computer and statistical software, so there was no need to refer to critical value tables and the computer calculated the level of significance exactly. If the calculated level of significance was less than 5% and 1% (p<5% and 1%), the research hypotheses were accepted with 95 and 99 percent respectively. However, if the level of significance was more than 5% (p>5%), the research hypotheses were rejected. DESCRITIVE ANALYSIS OF DATA As shown in Table 1, the first four used cases of technologies in accounting education are oweroint (90.2%), computer site (71.4%), auditory and visual (70%) and internet (62%) respectively. The least use cases of technologies in accounting education by university professors are word processing, multimedia software and teleconference. 5

6 Table 1. The rate of using various technologies by university professors Rank Never Using Average- Sometimes-Less than 50% Most times-more than 50% Total Use 1 Slide, oweroint Computer Site Internet: website Internet: Auditory and visual M.S.-word Multimedia software Teleconference INFERENTIAL ANALYSIS OF DATA First hypothesis: The rate of implementing educational in accounting education is different in terms of teaching accounting courses. As it is evident in Table 2, the rate of implementing educational in terms of teaching accounting courses is different for oweroint, computer site and visual and auditory with 95% probability, but it is not different for , website, word processing, multimedia software and teleconference with 95% probability. It should also be mentioned that the rate of implementing educational in industrial accounting and principles of accounting courses is more than other courses of accounting. Second hypothesis: The rate of implementing educational in accounting education is different in terms of scientific rank. As Table 3 reveals, only 3 out of 8 cases of implementing educational technologies are not different in terms of professors' scientific status. So, it is claimed with 95% probability that the rate of implementing educational in term of professors' scientific rank is different. Assistant professors use more educational technologies than other professors. Third hypothesis: The rate of implementing educational in accounting education is different in terms of level of teaching. As shown in Table 4, the rate of implementing educational is different in all cases in terms of professors' levels of teaching. The rate of implementing in two cases of word processing and teleconference is similar and very low. At hd level, the educational is used more than other levels. 6

7 Fourth hypothesis: The rate of implementing educational in accounting education is different in terms of professors' teaching experience. Table 5 indicates that there is a significant difference between experienced and inexperienced professors in using different educational technologies. rofessors with less than 5 years of teaching experience are more willing to use educational technologies. The rate of implementing is different in all cases except for items 4, 6 and 8. Fifth hypothesis: The rate of implementing educational in accounting education is different in terms of professors' age. As Table 6 shows, young professors are more eager to use educational in accounting. The rate of implementing in first five cases is different but in last 3 cases are the same. Sixth hypothesis: The rate of implementing educational in accounting education is different in terms of sex. Table 7 reveals that male and female professors have the same opinions regarding the selection of educational and implementing it in accounting education. Therefore, it is concluded that there is no difference in the rate of implementing educational in terms of sex. Table 2. Implementing educational in terms of teaching accounting courses Accounting (Acc.) rinciple N=15 Financial Acc. N=27 Cost Acc. N=18 Auditing N=10 Others N=5 1 Slide, oweroint % 2 Computer Site % 3 Internet: website % 4 Internet: % 5 Auditory and visual % 6 M.S.-word % 7 Multimedia software % 8 Teleconference % Average

8 Table 3. Implementing educational in terms of scientific ranking of professors Instructor N=27 Assistant rof. N=35 Associate rof. N=10 Full rof. N=3 1 Slide, oweroint % 2 Computer Site % 3 Internet: website % 4 Internet: % 5 Auditory and visual % 6 M.S.-word % 7 Multimedia software % 8 Teleconference % Average Table 4. Implementing educational in terms of Levels of teaching Competence of Acc. N=21 Bachlorl of Acc. N=25 Master of Acc. N=22 h.d. N=7 1 Slide, oweroint %2 2 Computer Site % 3 Internet: website % 4 Internet: % 5 Auditory and visual % 6 M.S.-word % 7 Multimedia software % 8 Teleconference % Average

9 Table 5. Implementing educational in terms professors' experiences 1-5 years N= years N= years N=23 16 and more N=14 1 Slide, oweroint % 2 Computer Site % 3 Internet: website % 4 Internet: % 5 Auditory and visual % 6 M.S.-word % 7 Multimedia software % 8 Teleconference % Average Table 6. Implementing educational in terms of professors' ages ages N= ages N= ages N=30 55 and more N=5 1 Slide, oweroint % 2 Computer Site % 3 Internet: website % 4 Internet: % 5 Auditory and visual % 6 M.S.-word % 7 Multimedia software % 8 Teleconference % Average

10 Table 7. Implementing educational in terms of professors' sex Male N=66 Female N=9 1 Slide, oweroint % 2 Computer Site % 3 Internet: website % 4 Internet: % 5 Auditory and visual % 6 M.S.-word % 7 Multimedia software % 8 Teleconference % Average CONCLUSION In this research project, the rate of implementing and adopting different educational technologies in accounting education by university professors at Tehran state and Azad universities were carried out. As it was expected, the most used educational in accounting education is information which included , internet and oweroint. Auditory and visual are also used in this field. More ever, educational in some courses like industrial accounting and principles of accounting is used more. In terms of professors' scientific rank, assistant and associate professors use more educational technologies at master and hd levels. Younger professors are more willing to use educational technologies than older ones. Sex plays no role in selection and implementing educational in accounting. SUGGESTIONS FOR FURTHER STUDIES Due to time limitations, it is recommended that such study can be carried out in all universities with regard to professors' teaching courses (financial accounting, industrial accounting, auditing, principles of accounting, systems of accounting information ), professors' scientific ranking (facility member, assistant, associate and full professor), level of teaching (BA, MA, hd), years of teaching experience, sex and age of professors. It is also suggested that the rate of implementing in each case, challenges and problems in implementing educational and merits and drawbacks of these technologies can be fully investigated. 10

11 REFERENCES Adams, C.A. and Roberts, C.B. (1994) International Accounting Education in the UK Accounting Education: An International Journal, 3:2, Beattie, V.A. and Jonse, M.J. (1993) Effect of Graphical resentations on Insights into a Company's Financial osition An Innovation Educational Approach to Communicating Financial Information in Financial Reporting: A Comment Accounting Education: An International Journal, 2:4, Brown, R.B. and Guilding, C. (1993) A Survey of Teaching Methods Employed in University Business School Accounting Courses Accounting Education: An International Journal, 2:3, Bryant, S.M. and James E.H. The Use of Technology in the Delivery of Instruction: Implications for Accounting Educators and Education Researchers, Issues in Accounting Education, (February 200), pp

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