Title: Information and communication technology use in the teaching and learning of high school economics: are we there yet?

Authors: Sindiswa S. Zondo; Emmanuel O. Adu

Addresses: University of Fort Hare, East London 5200, South Africa ' University of Fort Hare, East London 5200, South Africa

Abstract: This qualitative study employs an interpretive case study to investigate the efficient use of technology tools in teaching and learning economics. It also examines the teachers' and learners' views of technology use in economics education. Two economics teachers and learners in three high schools in Durban, South Africa were purposively sampled; and semi-structured interviews, observation, and document reviews were used to collect data. The participants reported positive perceptions of technology use in economics education. However, lack of technology skills, insufficient resources, learners' socioeconomic status, theft, and vandalism of the school property hampered the effective use of technology. We found further inabilities of using information communication technology in economics education by teachers. Thus, we recommend that the subject 'computer application technology' be compulsory in schools and that teachers' technological skills be enhanced. The government and the schools must ensure the availability of standard resources if technology is to be effectively used in economics education.

Keywords: economics; learners; information communication technology; teachers; secondary education; South Africa.

DOI: 10.1504/IJPEE.2023.138587

International Journal of Pluralism and Economics Education, 2023 Vol.14 No.3/4, pp.283 - 296

Received: 18 Dec 2022
Accepted: 16 Nov 2023
Published online: 13 May 2024 *

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