Abstract:
Research shows that mobile computing like iPads and tablets has gained popularity in classrooms. While
prior research has explored technology in education broadly, this study specifically focuses on the impact of
tablets on English language teaching within the intermediate phase. The study was underpinned by the
Technological Pedagogical Content Knowledge model. A qualitative approach was employed in this study for
contextual inquiry, enabling a deeper understanding of the impact of tablet integration on English teaching
and learning. The sample for this research consisted of five teachers selected through convenience sampling.
These participants taught English within the intermediate phase at schools in Mpumalanga province, South
Africa. Semi-structured interviews with open-ended questions were used to inquire educators about their
teaching methods, challenges, and how tablets have affected student learning. Data were analyzed by
developing themes. The findings of the study revealed that tablet integration led to improvements in
pedagogical practices, and increased student engagement. However, challenges such as limited technological
infrastructure, the need for teacher training, and the potential for tablets to introduce distractions and hinder
critical thinking among students were established. We argue that to be effective, tablet integration requires
equitable access, curricular knowledge, teaching methodologies, technological skills, and individualized
learning for every student.
