The Effects Of Technology Integration On The Teaching Of Grade 12 Economics In Rural Secondary Schools: A Case Study Of A School In Mopani East District, Limpopo Province
Résumé
The use of digital technology in education has revolutionized teaching and learning by enabling easier access to information with a focus on the learner while providing opportunities for learning-design innovation. However, the integration of digital technologies in the teaching of secondary school subjects in rural areas has been mostly uneven and inadequate due to technological, infrastructural and institutional limitations. This study focuses on the effect of technology integration on teaching Grade 12 Economics in a rural secondary school situated in Mopani East District, Limpopo Province, South Africa. The study was informed by two conceptually related theories: Technological Pedagogical Content Knowledge (TPACK) setup and the Technology Acceptance Model (TAM). The study employed a qualitative case-study approach. The study used purposive sampling to identify three Further Education and Training (FET) Economics teachers and six learners in the Grade 12 class. Data were collected through semi-structured interviews and classroom observations and analyzed thematically. The data analysis demonstrated that the integration of digital technology enhanced learners' participation, understanding of concepts and learner engagement in Economics lessons though lack of reliable technological infrastructure, regular power outages, unstable internet connections, unavailability of professional development opportunities and lack of institutional support hindered the adoption of technology-integrated instruction. It is recommended that enhancements in technological infrastructural provision, institutional support and continued specialized professional development for teachers be prioritized for effective Technology Integration in rural South African secondary schools. The study makes an important contribution to the current reform debates on digital access and quality education in rural South African secondary schools.
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