Introducing an iPad Innovation into Accounting Tutorials

Abstract

This study reports on the second phase of a trial to change tutorials in an Introductory Accounting subject into more interactive, student-centred learning experiences using an iPad combined with sharing and annotation technology. The technology allows student homework to be photographed, shown to the class instantaneously through a data projector and annotated live by the tutor using the iPad, with student input. The innovation addresses calls from the Accounting Profession for educational approaches which use technology in imaginative ways to engage students and shift from the didactic paradigm that has dominated so much of accounting education in the past. The approach has the advantage that only one iPad is required per class and is used in conjunction with free software: it is thus cost effective and scalable to the large numbers of students enrolled in the subject. The trial reported in this paper involved two classes conducted with the iPads and two traditional classes without. Evaluation comprised observations of the four classes and a survey of the students regarding their experiences in the tutorials. The results revealed that the use of the technology did not of itself transform the classes into interactive, student-centred events: the teaching style of the tutor to a large extent determined how the iPads were used and how much interaction occurred. However, students in classes with the iPads were mostly enthusiastic about their use, even if the results of the survey generally failed to show statistically significant differences between the classes with iPads and those without.