Published January 31, 2023 | Version v1
Journal article Open

Perceptions of educators on ICT integration into the teaching and learning of economics

Creators

  • 1. University of Hare

Description

This study explored educators' perceptions of the integration of Information and Communication Technology (ICT) into the teaching and learning of Economics. Guided by an interpretive paradigm this qualitative study used a case study design. The purposively selected sample comprised eight Economics teachers, selected from four public Secondary Schools, located in KwaZulu Natal (Umlazi district). Data were collected using three instruments (semi-structured interviews, observations, and document review). From the findings, it emerged that teachers had the positive perception that ICT integration positively affects the teaching and learning of Economics and it promotes the teaching of Economics. However, the findings also showed that teachers face challenges in integrating ICT when teaching Economics. Contrariwise, the findings further revealed that some teachers, due to the lack of ICT skills, perceive ICT integration as a waste of time and thus, they remain attached to the traditional teaching methods, which hinder the use of ICT in teaching Economics. Based on the findings, the study recommends that teachers should be workshopped to enhance their ICT skills, there should be school-based ICT specialists to promote ICT integration in teaching, and also the education system should make ICT subjects compulsory from grade R- to grade 12, so that both teachers and learners get used to ICT gadgets.

Files

Perceptions of educators on ICT integration into the teaching and learning of economics_zenodo.pdf

Files (331.4 kB)

Additional details

References

  • Jimoyiannis, A., Komis, V. (2007). Examining teachers' beliefs about ICT in education: implications of a teacher preparation programme. Teacher Development, 11 (2), 149–173. doi: https://doi.org/10.1080/13664530701414779
  • Adu, E. O., Galloway, G. (2015). Information and Communication Technologies (ICT) and Teacher Education Preparation in South Africa: Implications for 21st Century Classroom-based Practice. Journal of Communication, 6 (2), 242–247. doi: https://doi.org/10.1080/0976691x.2015.11884868
  • Crossdale, J. O., Mbaegbu, R. E., Nwosu, B. O. (2019). Utilization of information and communication technology (ICT) in teaching and learning of business subjects in junior secondary schools in Delta, State. Nigerian Journal of Business Education, 6 (1), 246–255.
  • Okoye, A. C., Nwannah, L. N., Udegbunam, E. O. (2020). Issues in the use of ICT in business education in tertiary institutions in Anambra State. Nigerian Journal of Business Education, 7 (2), 424–437.
  • Nji, I. A., Idika, E.O. (2018). Utilization of ICT in Teaching and Learning of Economics in Secondary Schools in NSUKKA Education Zone. International Journal of Economics Education Research, 1 (1), 43–57.
  • National Curriculum and Assessment Policy Statement (CAPS): Senior Phase Grades 7-9 Economic and Management Sciences (2012). Department of Education. Pretoria.
  • Adu, E. O. (2014). Information and Communication Technology (ICT): The implications for Sustainable Development in Nigeria. Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2014. Tampere, 35–43
  • Ojo, O., Adu, E. (2018). The effectiveness of Information and Communication Technologies (ICTs) in teaching and learning in high schools in Eastern Cape Province. South African Journal of Education, 38 (2), 1–11. doi: https://doi.org/10.15700/saje.v38ns2a1483
  • Tshelane, M., Asmal, A.; van Wyk, M., Dos Reis, K. (Eds.) (2017). Developing and using teaching resources in EMS. Teaching Economic and Management Sciences in the Senior Phase. Oxford University Press, 121–150.
  • Tony, O. A., Ashiru, O. B., Kehinde, J., Oluwatoyi, A. (2018). Imperatives of Information and Communication Technology on Potencies and Skill Gaps of Educators and Undergraduates of Higher Education Institutions in Nigeria. International Journal of Information, Business and Management, 10 (1), 49–57.
  • Padayachee, K. (2017). A Snapshot Survey of ICT Integration in South African Schools. South African Computer Journal, 29 (2), 36–65. doi: https://doi.org/10.18489/sacj.v29i2.463
  • Mlotshwa, H. F. (2019). Exploring ICT Pedagogic Integration of Economics Teachers in Two Johannesburg Schools. University of the Witwatersrand.
  • Skinner, B. F. (1938). The Behavior of Organisms. Appleton-Century-Crofts. New York.
  • Okoli, B. E. (2013). Ensuring quality in the teaching of accounting in schools. Nigerian Journal of Business Education, 1 (2), 99–105.
  • Tella, A., Adu, E.O. (2009). Information communication technology (ICT) and curriculum development: the challenges for education for sustainable development. Indian Journal of Science and Technology, 2 (3), 1–5. doi: https://doi.org/10.17485/ijst/2009/v2i3.12
  • Mays, T., Grosser, M., De Jager, L. (2019). Getting practical: A guide to teaching and learning. Oxford University Press, 530.
  • Arrieta, G. S. (2020). Assessment of the ICT Integration in Teaching Math and Science in High School: Basis for an ICT Integration Program. Jurnal Pendidikan MIPA, 21 (1), 95–108. doi: https://doi.org/10.23960/jpmipa/v21i1.pp95-108
  • van Wyk, M. Tshelane, M. (2017). Using social media as an information and communication technology tool in EMS classrooms. Available at: https://www.researchgate.net/publication/310818823
  • van Wyk, M. M. (2018). Economics student teachers' views on the usefulness of a flipped classroom pedagogical approach for an open distance eLearning environment. The International Journal of Information and Learning Technology, 35 (4), 255–265. doi: https://doi.org/10.1108/ijilt-07-2017-0068
  • Sibisi, K. P. (2019). Exploring Pedagogical Practices of Grade Seven Economic Management Sciences Teachers in Teaching Financial Literacy: A Case Study of Three Clermont Township Schools. University of KwaZulu Natal
  • Knowledge Map: Impact of ICTs on Learning and Achievement: Information Development (2008). InfoDev. Available at: https://openknowledge.worldbank.org/handle/10986/10578
  • Adu, E. O., Adelabu, O. Adjogri, S. J. (2014). Information and Communication Technology (ICT): The implications for sustainable development in Nigeria. EdMedia+ Innovate Learning. Association for the Advancement of Computing in Education, 50–58.
  • Munje, P. N., Jita, T. (2020). The Impact of the Lack of ICT Resources on Teaching and Learning in Selected South African Primary Schools. International Journal of Learning, Teaching and Educational Research, 19 (7), 263–279. doi: https://doi.org/10.26803/ijlter.19.7.15
  • Kaushik, V., Walsh, C. A. (2019). Pragmatism as a Research Paradigm and Its Implications for Social Work Research. Social Sciences, 8 (9). doi: https://doi.org/10.3390/socsci8090255
  • Yin, R. K. (2018). Case study research: Design and methods. Sage
  • Vagle, M. D. (2018). Crafting phenomenological research. Routledge. doi: https://doi.org/10.4324/9781315173474
  • Braun, V., Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3 (2), 77–101. doi: https://doi.org/10.1191/1478088706qp063oa