Ogbonnaya, I. C. (2022). Using TPACK framework to examine economics teachers’ integration of technology in the teaching of market dynamics. African Perspectives of Research in Teaching and Learning, 6(1), 148- 170. https://www.ul.ac.za/aportal/application/downloads/Article_11_2022_march.pdf

Abstract:

“Integrating technology in South African educational settings like many other countries has enhanced the teaching and learning of different topics in different subjects. In Economics Education, however, integrating technology in the teaching of Market Dynamics (MD) graphs has received little attention. Learners find it challenging to understand MD graphs, hence the need to examine how economics teachers use key skills regarding technology usage in teaching MD graphs. While technology per se may not necessarily transform the teaching of MD, a good understanding of the theoretical framework behind technology integration is necessary. Technological Pedagogical Content Knowledge framework (TPACK) is used as a framework to examine Economics teachers’ integration of technology in the teaching of MD graphs. This case study used a purposeful sample of three 10th, 11th, and 12th economics teachers. Data were collected through a semi-structured interview and analysed thematically. Findings drawn from the case of the three economics teachers in South Africa suggest that, to a certain extent, economics teachers integrate technology in the teaching of MD graphs. Another finding showed that economics teachers’ integration of technology had not improved learners’ understanding of MD graphs. The study recommends that technology should be integrated into the school curriculum.”