The Use of Technology in Accounting Classrooms During COVID-19: What Do Accounting Teachers in the Eastern Cape, South Africa, Have to Say?

Martha Matashu,Melikhaya Skhepehe

doi:10.46303/ressat.2021.30

Martha Matashu, Melikhaya Skhepehe

Open Access

https://doi.org/10.46303/ressat.2021.30

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Abstract

It was mentioned that accounting classrooms must keep pace with rapidly changing technology, which is influencing all aspects of our daily lives. This study examined accounting teachers’ views on the use of technology in their classrooms during Covid-19. To this end, the researchers employed a qualitative approach and a case study. Data were obtained from accounting teachers through interviews, with the sample of ten participants having been purposively selected. The results indicated that allowing learners to bring their own personal technological devices to the classroom represented a contravention of the school’s constitution. Another result was that when technology is optimally used in the classroom, it makes available different forms of assistance which change the way learners learn. Researchers conclude that use of technology in accounting implemented compulsory if teachers want to keep up with changes accounting profession. Furthermore, schools’ constitutions need to be amended to promote the use of available technologies in the classroom, albeit in a highly structured, managed, and efficient way. Researchers recommend that learners be allowed to use their own personal devices in the classroom, to enhance learning. School principal be encouraged to develop school plans outlining how s/he would support use of technology in school.

Highlights

Oliveira (2015) opines that, for accounting classrooms to remain relevant, continuous changes and improvements are necessary in the subject area
Babalola and Tiamiyu (2014) concur that for Accountancy learners to acquire the weights and potentials connected with heightened worldwide competition, a variety of basic skills is needed – amongst others, diagnostic and problematic-solving skills; personal and interactive skills; management-related, negotiation and organizational skills; together with the capacity to apply these competencies in an array of single situations, often with the aid of technology
The findings revealed that accounting teachers are extremely willing to embrace and support the use of technology in their classrooms, as is evident from the fact that they allow their learners to bring their own personal devices to use as learning aids

Summary

Introduction

Oliveira (2015) opines that, for accounting classrooms to remain relevant, continuous changes and improvements are necessary in the subject area. Beetham and Sharpe (2013) asserts, great majority of schools in the United Kingdom are virtual learning environments (VLEs), thanks to the use of Web 2.0 or ‘soft software’, Sakai and DrupalEd, Moodle, Blackboard, Turnitin and many more. These platforms grant teachers the opportunity to search topics on the internet, track their learners’ activities display syllabus information. 44 000 tablets have been delivered to learners, in an attempt to promote online, distance learning and laptops distributed to teachers Despite these impressive statistics, a study conducted by Skhephe, Caga et al (2020) reveal that there is no evidence that the recipients were prepared, in any way, before being allocated these devices. It is against this background that the authors wanted to investigate, about the use of technology in accounting classrooms during covid-19

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