Integration of smart board technology in business studies classrooms in secondary schools in Tshwane West District

Abstract

Information and Communication Technology (ICT) has been used widely across the globe for the purpose of improving the quality of both basic and higher education. Lately, different kinds of technologies, such as smart boards, have been incorporated into the teaching and learning process with the aim to contribute to the effectiveness of teaching and learning outcomes. The main aim of this study was to investigate the integration of smart boards by secondary school teachers in the Tshwane West district (Gauteng province) in their business studies teachings. The study focused on the teachers’ perspectives, the challenges they experienced, and the support they required for the integration of smart boards in the classroom. The study used a qualitative research approach to gather and analyse data. Using a multiple case study design, 5 business studies teachers were purposive sampled based on their experience on the use of smart boards. Both semi-structured interviews and non-participant observations were used to collect evidence. Technological and Pedagogical Content Knowledge (TPACK) was used as a framework by which to understand the study. The four pillars of trustworthiness (credibility, transferability, confirmability, and dependability) were applied to ensure trustworthiness of the study results. The ethics guidelines (voluntarily participation, anonymity, confidentiality, and informed consent) were also taken into consideration and applied. The main research question for this study was: How do secondary school teachers integrate smart boards in teaching business studies in the Tshwane West district? The findings suggested that business studies teachers have positive perspectives on the integration of smart boards with the belief that smart boards make their teaching easier and allow them to incorporate a variety of audio and visual material into a lesson. The findings also revealed that teachers face various challenges, such as smart board malfunctioning, computer viruses, and limited time given for the integration of smart boards in the classroom. From the findings, it was clear that teachers had received professional development training on smart board integration, but that the training was inadequate. Despite the challenges that business studies teachers face during the integration of smart boards, the findings of this study indicated that teachers still had an interest in and were willing to integrate smart boards into the classroom. The study recommended that teachers should be provided with sufficient professional development on the integration of smart boards in a business studies classroom, which would improve the level of competency of teachers on smart board integration in the teaching and learning process.