Economics Teachers' Integration of ICT for Enhanced Economics Curriculum Implementation

Abstract

Information and communication technology (ICT) has gained tremendous attention as a tool for instructional delivery and assessment. However, high school Economics teachers have yet to fully utilize this educational tool to implement the Economics curriculum effectively. Information and communication technology enables teachers to communicate with learners outside the physical classroom, encourages learner engagement, facilitates differentiated teaching, simplifies abstract concepts, and helps teachers design, distribute and provide immediate assessment feedback. Nevertheless, there is sparse research on Economics teachers' integration of ICT to enhance Economics curriculum implementation in South Africa. This empirical study explores Economics teachers' ICT integration to enhance Economics curriculum implementation. Mediated learning experience (MLE) was the theoretical framework which guided this study. A qualitative approach was used in this study. Three teachers from three different research sites were purposefully selected for the study. Using a case study design, data were obtained through semi-structured interviews and classroom observations. The study findings reveal that the teachers in this study were utilizing ICT to enhance their teaching. However, there is still room for improvement in teachers' ICT integration. The study recommends continuous teacher development on ICT integration to enhance economics curriculum implementation.

Keywords

• Information and communication technology (ICT)
• curriculum implementation
• ICT integration
• economics education
• mediated learning experience (MLE)