Teachers' attitudes towards the use of ICTs for teaching business studies in Soshanguve secondary schools

Abstract

Technology is always evolving, and these advancements have a variety of effects on social life. As technology advances, new demands in the teaching and learning environments arise, prompting teachers to make active use of technology. With a particular focus on two schools in Gauteng, Soshanguve, this qualitative study explored the attitudes of teachers towards the use of Information and Communication Technology (ICT) in Business Studies classrooms. The study involves five schools in Soshanguve, all the schools have laptops and smartboards for Business Studies learning. The aim of this study was to comprehend how teachers see and make use of these technological tools. The study investigated the variables influencing teachers' acceptance and use of ICT tools in their teaching methods, with a focus on the Technology Acceptance Model (TAM). Using a qualitative approach, information was gathered via observations and semi-structured interviews with teachers to learn more about their attitudes, experiences and problems integrating ICT into Business Studies instruction. This study fills a significant vacuum in the literature on the use of ICT in underfunded educational environments by concentrating on township schools. The findings showed that, while Business Studies teachers recognised the benefits of ICTs, they prefer conventional teaching techniques and use ICTs primarily as additional tools. Teachers were wary of technology owing to worries about diversions, technical challenges, and uneven access to resources. They observed that ICTs need additional planning and time, which leads to hesitation in complete integration.