The Affordances of Google Classroom in Enhancing Economics Curriculum Implementation: Issues and Critiques

The integration of technology in education, particularly tools like Google Classroom (GC), has garnered significant attention in higher education research, with limited exploration in secondary education and specific subjects like Economics. This study addresses this lacuna by investigating the potential of GC to enhance the implementation of the Economics curriculum in secondary schools. Guided by the Technology Acceptance Model (TAM) theory, this qualitative case study employs an interpretive paradigm and utilises semi-structured interviews to gather insights from three purposively selected teachers in urban and rural high schools in South Africa. The thematic analysis reveals that while teachers praise GC for improving teacher-learner interaction, facilitating diverse and high-quality media usage, and promoting learner independence, challenges remain. Specifically, some teachers lack the necessary knowledge and skills to successfully integrate GC into their teaching practices. The findings underscore the need for comprehensive training to maximise GC's potential in Economics education. This study contributes valuable insights into how secondary school teachers can utilise GC to enhance the Economics curriculum, providing a roadmap for more active technology integration in the classroom.