Abstract
The most prominent debate in South Africa is how teachers will provide instruction online. The purposes of this article was to explore Accounting teachers’ voices on factors affecting online teaching. To this end, the researchers employed a qualitative approach and a case study research design. Interviews were used as a method to collect data from 10 Accounting teachers who were purposively selected. Thematic data analysis was used. The results revealed that, Accounting teachers are lacking required knowledge and skills needed to facilitate technology learning in their classrooms. Results further reveal that, online teaching arrived at an awkward moment when teachers were faced with COVID-19 pandemic. The study concludes that teachers’ voices play an important role in any proposed changes in the classroom. The Eastern Cape Province where the study was conducted should quickly roll out infrastructure at all schools aiming to support online classrooms. It is recommended in this paper that teachers need to be workshopped in online teaching in order for them to perform effectively.
Highlights
One of the question that was asked to accounting teachers was “What strategies were used to include Accounting teachers’ voices in the implementation of online teaching?” When responding to this question, it was clear that no proper consultation was done to bring in teachers’ voices
The results indicated that despite technologies given to Accounting teachers to implement online teaching, lack of consultation has affected online teaching
T2: As far as I know, there is absolutely nothing was done to include teachers’ voices on how online teaching can be implemented. [Due to that extent] the internet that is being loaded into our laptops and even to the tablets that are given to the learners is not being used on educational issues as it is expected
Summary
Fourth Industrial Revolution (4IR) is centered on the application of digital technologies so that distinctions between the physical, digital and biological spaces are reduced (Mwapwele et al, 2019). Eberhard et al (2019) asserted that among the central manifestations of the 4IR are job automation and an always-connected, converged world. Mwapwele et al (2019) argue that for a country to achieve the benefits of the 4IR, emphasis needs to be placed on building citizens’ optimism through providing access to, and the skills to operate, digital technologies, for instance, emphasis needs to be placed on building citizens’ skills competencies in the use of technology. Gibson et al (2018) confirm that, a country’s technology policies guide the adoption and the use of technology by explicitly setting out what needs to be done to achieve national goals. Mwapwele et al (2019) reveal that educational technology policy development and implementation aim to facilitate the sustainable adoption and application of technology so that it assists the country’s education system through implementation by learners, teachers, parents, school managers and administrators. Fourth Industrial Revolution (4IR) is centered on the application of digital technologies so that distinctions between the physical, digital and biological spaces are reduced (Mwapwele et al, 2019). Gibson et al (2018) confirm that, a country’s technology policies guide the adoption and the use of technology by explicitly setting out what needs to be done to achieve national goals. Mwapwele et al (2019) reveal that educational technology policy development and implementation aim to facilitate the sustainable adoption and application of technology so that it assists the country’s education system through implementation by learners, teachers, parents, school managers and administrators. Rambe and Ngambi (2014) mention that learners and teachers in South African schools can expand their digital skills through the use of technology and social media platforms like Facebook, WhatsApp, twitter and Podcast
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