Paperless classroom experiences in Grade 7 mathematics in township schools

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.