KnE Social Sciences

Published date: Mar 24 2019

Journal Title: KnE Social Sciences

Issue title: International Conference on Economics, Education, Business and Accounting (3rd ICEEBA)

Pages: 243–256

DOI: 10.18502/kss.v3i11.4010

A Santosoarfsan12@gmail.com

S Lestari

Students majoring in accounting education should be equipped not only with the contents of subject matters but also the pedagogy skills. Previous studies show that there is still a significant gap between student’s teaching competencies prepared by the university and the teaching competencies required by the schools. Current development in technology changes the way students learn and teachers teach as students and teachers can easily acquire new knowledge and skills through the use of technology. The study aims at identifying the influence of technology literacy and technology integration on the students’ teaching competencies. It employs quantitative approach and collects data from students majoring in accounting education—both regular and international classes. By using random sampling technique and Likert-type questionnaire with five scales, the study collected 86 data from respondents. The results of regression analysis show that that technology literacy and technology integration have a significant influence on students’ teaching competencies. The determination coefficient reaches the percentage of 32.8%, meaning that the competency of student to teach is determined 32% by both the independent variables. The faculty should provide more facilitation to students majoring in accounting education to ensure that they can improve their technology literacy. Faculty also should provide more technology facilities to the students and lecturers to enable them to catch up with technology advancements. Future research should provide more comprehensive model by including other variables having potentials to contribute to students’ teaching competencies.

Keywords: technology literacy, teaching competency, technology integration

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