Secondary teachers’ experiences of enacting financial literacy/accounting in a technology-rich environment

Abstract

ABSTRACT South African accounting and Economic and Management Sciences (EMS) teachers draw from different levels of experience in the teaching of financial literacy. This leads to poor performance in financial literacy and accounting in the FET phase. Therefore, this qualitative study sought to explore the secondary teachers’ experiences of enacting financial literacy/accounting in a technology-rich environment. The interpretive paradigm is used as a world view in the presentation of findings framed by the TPACK theoretical framework. One-on-one semi-structured interviews, focus groups and reflective activities were used to generate data from the six teachers in distinct schools who were purposefully and conveniently selected. Data were thematically analysed through inductive and deductive processes. Findings revealed that the varying use of experiences reflects the lack of content knowledge, technological knowledge which affects the pedagogical knowledge and some of the curriculum concepts. The study recommends the combination of proficient (professional) and common (societal) experiences so that subjective (personal) experiences assist teachers in enacting and integrating technologies with the financial literacy/accounting curriculum in a way that improves learner performance in a technology-rich environment