Accounting requires big-picture and little-picture thinking by the end of a course, the student should know the details and be able to explain how results came about.
I began teaching at Seattle Central in the early 1980s, spent seven years as an administrator, and ended up teaching Accounting for the past 20 years or so. I was lucky to be a computer programmer for a while, and this experience helped me adapt to the use of computers in the teaching sphere.
Accounting requires big-picture and little-picture thinking ' ' ' ' ' ' ' by the end of a course, the student should know the details and be able to explain how results came about. Teaching Accounting (or anything else) demands that we continually verify that students are tracking, so digital tools we use need to provide insight into whether or not that is so.
I've been using CengageNOW for several years, along with the Warren/Reeve/Duchac text Accounting, 25th edition, and am now experimenting with CNOW version 2.
I received an MBA (with lots of Accounting training) from Pacific Lutheran University, and passed the CPA Exam in 1981.
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