Integration of Information and Communication Technology [ICT] in Accounting Classroom in Chris Hani West District, Eastern Cape Province

Abstract

The comprehensive study titled “Integration of Information and Communication Technology (ICT) in Accounting Classrooms in the Chris Hani West District, Eastern Cape Province” is designed to investigate the effects and implications of integrating information and communication technology within accounting education. Specifically, it focuses on classrooms situated in the Chris Hani District, aiming to identify both the benefits and challenges that arise from this technological incorporation. To achieve these objectives, the research employs a qualitative methodology, which provides an in-depth exploration of the subject matter. Data collection was carried out through semi-structured interviews, which offered a flexible framework to engage with participants on nuanced topics related to ICT in education. A total of nine participants were involved in the study, comprising three schoolteachers and six learners from diverse schools within the district. This hybrid approach of involving both educators and students allows for a holistic understanding of the challenges and advantages perceived from both perspectives. The interviews and the transcripts were meticulously analysed using thematic coding techniques. This analysis aimed to pinpoint recurring patterns, themes, and insights that emerged from the discussions. The framework allowed the researchers to synthesize qualitative data effectively, highlighting key areas of consensus and contention among participants regarding the implementation of ICT in their accounting classes.

The primary objectives of the study are to assess and analyse the specific challenges teachers encounter when integrating ICT into their teaching practices, as well as the obstacles students face in adapting to these technological tools. By closely examining these issues, the research endeavours to shed light on how the infusion of technology can enhance the educational experience within accounting classrooms in the Chris Hani District. Moreover, the study recognises the potential of information and communication technology to transform the teaching and learning landscape in accounting education. The effective integration of ICT is anticipated to not only streamline instructional methods but also empower accounting teachers to execute accurate calculations and manage adjustments with increased precision. Minimising errors associated with traditional calculation methods and enhancing problem-solving capabilities, the utilization of such technology holds promise for improving overall academic outcomes in accounting courses. Through this research, valuable insights can be gleaned to inform educators and policymakers aimed at promoting effective ICT integration in the education sector.