Abstract:
The implementation of technology into the curriculum is becoming an inseparable part of good
and quality teaching. The Gauteng Department of Education (GDE) has recently introduced
paperless classrooms for teaching and learning in township schools with the aim to improve
and ensure credible and quality education for all learners in Gauteng. Therefore, this study
aimed to investigate paperless classroom experiences in teaching and learning of Grade 7
mathematics in township schools. The research question sought to answer how the
experiences of teachers and learners in Grade 7 mathematics in township schools can inform
further rollout of paperless classrooms.
The research design was based on the Technology Acceptance Model. The research was
conducted in a descriptive paradigm, using the case study method. Data collection instruments
that were utilised are lesson observations, semi-structured interviews and focus group
discussions. The participants were mathematics teachers and learners in Grade 7. The
samples were purposefully selected and consisted of one mathematics teacher and a group of
learners in each school. In school A, there was one teacher and forty six learners and in school
B one teacher and forty seven learners. The two schools are currently piloting the
implementation of smart boards and tablets for teaching and learning.
Participants in both schools acknowledged that the positive experiences relating to the
implementation of technology, were, amongst others, the provision of ICT infrastructure by the
Department of Education; enhancement of quality teaching and learning; less paper; quick
accessibility of resources; and free Wi-Fi . They also argued that while the paperless classroom
initiative brought positive experiences, some issues remain unresolved, for example insufficient
training and technical support, anti-social behaviour by learners and technophobia by older
teachers. Based on the research, some of the suggestions for further rollout are improved
training and technical support, as well as updating the Department of Education guidelines on
the use of ICT in schools.
