Innovative digital pedagogy: a case study of digitally-enhanced Business Studies in grade 12

Abstract

As education has transitioned into digitalisation with increased reliance on science and technology, the integration of digital technology has transformed the teaching profession enabling teachers to enhance their professional practices. This transition allows teachers to design innovative lessons that support inclusive education, promote learner engagement and provide access to diverse learning resources, thereby improving teaching and learning outcomes. Technology also encourages teachers to think creatively and adopt new teaching approaches, fostering a culture of innovation in the classroom. This qualitative case study, located within an interpretive paradigm, explored the pedagogical approaches used by teachers to integrate digital technologies into Business Studies lessons in rural secondary schools in the Harry Gwala District. Purposive and convenience sampling techniques were used to select six Business Studies teachers from six different secondary schools in a rural context. Data were generated through semi-structured interviews and lesson observations and were analysed and interpreted using thematic analysis. The study was guided by Engagement Theory and Conversational Theory. The findings revealed that digital technology plays an important role in enhancing the teaching and learning of Business Studies. Participants indicated that technology helped simplify abstract concepts, increased learner engagement and promoted collaboration among learners. Teachers also reported using various digital tools and social media platforms to communicate and share information with learners. The study also revealed that teachers attend workshops, webinars and training programmes offered by schools, districts and external organisations to strengthen their digital competencies. The study recommends continuous professional development to enhance teachers’ digital competencies and pedagogical practices. It also encourages the adoption of innovative, learner-centred strategies such as self-directed learning, flipped classrooms and multimedia tools to improve learner engagement in Business Studies.

Njengoba umhlaba uya ngokuya uba sedijithali futhi uncika kakhulu kusayensi nobuchwepheshe, ukufakwa kobuchwepheshe bedijithali kushintshe umsebenzi wobuthisha ngokubanika amandla okuthuthukisa imikhuba yabo yobungcweti. Lolu shintsho luvumela othisha ukuthi bakhe izifundo ezintsha ezisekela imfundo ebandakanya bonke abafundi, zikhuthaze ukubamba iqhaza kwabafundi futhi zinikeze ukufinyelela ezinsizeni zokufunda ezihlukahlukene, ngaleyo ndlela kuthuthukiswe imiphumela yokufundisa nokufunda. Ubuchwepheshe buphinde bukhuthaze othisha ukuthi bacabange ngobuciko futhi bamukele izindlela ezintsha zokufundisa, okwakha isiko lokusungula ezintweni ezintsha ekilasini. Lolu cwaningo olusezingeni lekhwalithi (qualitative case study), olusungulwe ngaphansi kwepharadayimu yokuhumusha (interpretive paradigm), luhlolisise izindlela zokufundisa ezisetshenziswa othisha ukuhlanganisa ubuchwepheshe bedijithali ezifundweni zeBusiness Studies ezikoleni zamabanga aphezulu ezisemakhaya esifundeni saseHarry Gwala. Kusetshenziswe izindlela zokukhetha ababambiqhaza ngenhloso (purposive sampling) kanye nokutholakala kalula (convenience sampling) ukukhetha othisha abayisithupha beBusiness Studies abavela ezikoleni eziyisithupha ezihlukene zasemakhaya. Idatha yaqoqwa ngezinhlelo zezingxoxo ezihleliwe kancane (semi-structured interviews) kanye nokubhekwa kwezifundo (lesson observations), yabe isihlaziywa yahunyushwa kusetshenziswa ukuhlaziywa kwezindikimba (thematic analysis). Ucwaningo lwaluholwa yi-Engagement Theory kanye ne-Conversational Theory. Imiphumela yocwaningo iveze ukuthi ubuchwepheshe bedijithali budlala indima ebalulekile ekuthuthukiseni ukufundisa nokufunda kweBusiness Studies. Ababambiqhaza babike ukuthi ubuchwepheshe busiza ukwenza lula imiqondo eyinkimbinkimbi, bukhulisa ukubamba iqhaza kwabafundi futhi bukhuthaza ukubambisana phakathi kwabafundi. Othisha baphinde babika ukusebenzisa amathuluzi ahlukahlukene edijithali kanye nezinkundla zokuxhumana (social media) ukuxhumana nokwabelana ngolwazi nabafundi. Ucwaningo luphinde lwaveza ukuthi othisha bayaya emihlanganweni yokuqeqeshwa (workshops), ama-webinar kanye nezinhlelo zokuqeqesha ezinikezwa izikole, izifunda kanye nezinhlangano zangaphandle ukuze baqinise amakhono abo edijithali. Ucwaningo luncoma vi ukuqhubeka kokuthuthukiswa kobungcweti (continuous professional development) ukuze kuthuthukiswe amakhono edijithali othisha kanye nezindlela zabo zokufundisa. Luphinde lukhuthaze ukwamukelwa kwezindlela ezintsha ezigxile kumfundi ezifana nokuzifundela (self-directed learning), amakilasi aphenduliwe (flipped classrooms) kanye nokusetshenziswa kwamathuluzi e-multimedia ukuze kuthuthukiswe ukubamba iqhaza kwabafundi kuBusiness Studies

Namate die wêreld toenemend digitaal word en meer op wetenskap en tegnologie staatmaak, het die integrasie van digitale tegnologie die onderwysberoep getransformeer deur onderwysers in staat te stel om hul professionele praktyke te verbeter. Hierdie verskuiwing stel onderwysers in staat om innoverende lesse te ontwerp wat inklusiewe onderwys ondersteun, leerderbetrokkenheid bevorder en toegang tot diverse leerhulpbronne bied, en sodoende onderrig- en leeruitkomste verbeter. Tegnologie moedig onderwysers ook aan om kreatief te dink en nuwe onderrigbenaderings aan te neem, wat ’n kultuur van innovasie in die klaskamer bevorder. Hierdie kwalitatiewe gevallestudie, geleë binne ’n interpretatiewe paradigma, het die pedagogiese benaderings ondersoek wat deur onderwysers gebruik word om digitale tegnologieë in Besigheidstudie-lesse in landelike sekondêre skole in die Harry Gwala-distrik te integreer. Doelgerigte en gerieflikheidsteekproefneming is gebruik om ses Besigheidstudie onderwysers uit ses verskillende sekondêre skole in ’n landelike konteks te selekteer. Data is gegenereer deur semi-gestruktureerde onderhoude en leswaarnemings en is geanaliseer en geïnterpreteer met behulp van tematiese analise. Die studie is gelei deur die Betrokkenheidsteorie (Engagement Theory) en Gespreksteorie (Conversational Theory). Die bevindings het getoon dat digitale tegnologie ’n belangrike rol speel in die verbetering van die onderrig en leer van Besigheidstudies. Deelnemers het aangedui dat tegnologie help om abstrakte konsepte te vereenvoudig, leerderbetrokkenheid te verhoog en samewerking onder leerders te bevorder. Onderwysers het ook gerapporteer dat hulle verskeie digitale hulpmiddels en sosiale media-platforms gebruik om met leerders te kommunikeer en inligting te deel. Die studie het verder bevind dat onderwysers werkswinkels, webinars en opleidingsprogramme bywoon wat deur skole, distrikte en eksterne organisasies aangebied word om hul digitale vaardighede te versterk. Die studie beveel deurlopende professionele ontwikkeling aan om onderwysers se digitale bevoegdhede en pedagogiese praktyke te verbeter. Dit moedig ook die aanvaarding van innoverende, leerdergesentreerde strategieë aan, soos selfgerigte leer, omgekeerde klaskamers (flipped classrooms) en multimediahulpmiddels omleerderbetrokkenheid in Besigheidstudies te verbeter