Terry Holcomb

A strategic plan for educational technology in accounting

Abstract On 5 June 1993, a group of educators met to discuss the future of educational technology in accounting education. The roundtable was conducted by the new Center for Educational Technology in Accounting (CETA) at the University of North Texas and was funded by the National Center for Automated Information Research, which supports research in the use of computers in accounting and law. Roundtable participants included individuals knowledgeable in accounting education, educational technology, or both. The procedure was very informal. The discussion was allowed to continue with little guidance from the moderator. The proceedings were recorded, and from that recording a plan document was compiled. This paper attempts to define the important elements of that meeting and to describe the initial efforts of CETA to respond to those findings. The document contains discussions of (1) the problems, importance, and potential applications of educational technology (ET) in accounting, (2) dissemination of ET, and (3) possible means of furthering ET.

Technology Skills among Gifted Students: Is There a Digital Divide?

Abstract As we venture into the 21st century, adequate technology skills are a requirement. Technology affects not only the way we research information and communicate with others but also the way we do our jobs. Giving our gifted students every opportunity to be technology literate and to acquire technology skills is a must. The legislators and state education heads of both Virginia and West Virginia asked the Milken Exchange (Education Week, 1998) to perform a complete review of computer use in their schools. Although the reports were generally positive, they indicated that “disparities in student access to technology” were evident. The studies validated the continuing need to update technology and provide technology-based instruction as well as the need to provide equal access to inner-city and rural schools. The current study sought to determine if technology is equally accessible to gifted high school students in the various geographic settings: rural, inner-city, and suburban. Overall, results indicated that rural gifted students were at a disadvantage when compared to their inner-city and suburban counterparts. Economic factors are proposed as a primary reason for different technology opportunities. In resolving the differences, more teacher awareness and preparation is needed, as are educational partnerships between industries and schools.