Paperless classroom experiences in Grade 7 science in township schools

Abstract

This study aimed to explore how ICT supports the learning and teaching of Science in Grade 7 of two schools in Tembisa that are currently piloting Paperless classrooms. The research sought to describe the experiences of the teachers and learners, during the teaching and learning of Grade 7 natural science in the schools. In this study, the population is 180 Grade 7 learners in Science classes, three teachers, the principals, and the ICT co-ordinators of both schools. This research followed an interpretive and qualitative approach. The research strategy was a descriptive case study of the two schools, each as a case. The conceptual framework of the study was based on the Technology, Pedagogy and Content Knowledge (TPACK) framework. The data collection instruments were interviews, focus groups discussions, classroom observations and questionnaires. The data that was collected showed that all aspects of TPACK are important for successful integration of ICT. According to the findings, the experience of teachers and learners in the Paperless project is good, even though there are challenges. Learners felt motivated by using technology while learning. Teachers needed more training and support in integration. They viewed integration as good practice if the challenges they came across could be attended to by schools’ leadership and the Gauteng Department of Education.