Accounting Teachers’ Voices on Factors Affecting Online Teaching during the 4th Industrial Revolution in the Face of COVID-19 in Selected High Schools in the Eastern Cape, South Africa

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.

Exploring Factors that Serve as Predictors for Mathematics and Sciences Pre-Service Teachers to Use ICT in Teaching

“…The conceptual understanding that technology brings gives students intellectual power/ability? to deal with unfamiliar problems and to grasp intuitively what they know regarding a new phenomenon not previously encountered (Dlamini & Mbatha, 2018;Laurillard, 2013;Kazmi, 2020;Skhephe & Mantlana, 2021). Similarly, Chronaki and Matos (2013, p.14) contend that the use of technology in the mathematics classroom "…favours experimentation and nurtures advanced mathematical thinking rich with creativity and imagination".…”

Perceptions of Academic Resilience by Senior Phase Learners and Teachers from Low Socioeconomic Schools

“…Sadly, with the emergence of the Fourth Industrial Revolution and posthuman era, many schools in disadvantaged communities lack the resources to implement technology in their teaching and learning (Oke & Fernandes, 2020;Skhephe & Mantlana, 2021). The lack of implementation of technology in teaching and learning at the school level might further be affected by poor teacher training and lack of confidence in the use of e-learning, including poor network connectivity (Hameed & Hashim, 2022;Mncube et al, 2019;Moloi & Mhlanga, 2021;Moyo, 2022).…”