Gauteng Paperless Classrooms: Fantasy, Fiction, or Reality?

Abstract

The South African government has invested substantial funds into providing information and communication technologies (ICTs) to schools and ICT training for teachers. However, these projects have not been as successful as anticipated. Internet connectivity and a lack of ICT skills among teachers continue to plague ICT integration at schools. Despite the challenges, the Gauteng Department of Education (GDE) established “paperless schools” at selected sites. This article emanates from the postgraduate studies of the first author, entitled “The Viability of Teaching and Learning Mathematics Using Information and Communication Technologies in a Paperless Environment”. The main research question was: “How are teachers teaching Mathematics in a paperless environment?” A qualitative research method and a multiple case study design were employed. Semi-structured, in-depth face-to-face interviews were conducted with sixteen Mathematics teachers, one deputy principal, two ICT committee members, and a member of the Harry Gwala Support Centre. Classroom observations were also conducted. The data were analysed using thematic analysis. The findings indicate that Mathematics is being taught in a blended environment in all four cases, contrary to what the Gauteng MEC expected. Teachers articulated their preference for a blended teaching and learning environment and their belief that Mathematics cannot be taught solely with ICTs. It is recommended that the GDE change their expectations of requiring teachers to teach in a paperless context. Instead, it should be the teacher’s choice when to integrate technology to enhance teaching and learning.