Use of tablets to promote effective teaching and learning: A case study of a high school in Gauteng province, South Africa

Abstract

The South African school system faces challenges due to limited access to educational resources including technology, leading to learners struggling with reading for understanding, knowledge application, and achievement in science subjects. International benchmark tests have revealed that the South African education system has produced a number of learners who cannot read for meaning, write and count effectively. One of the interventions initiated by the Gauteng Department of Basic Education was to introduce tablets as a tool for teaching and learning in and outside the classroom settings. This study employed a mixed methods research approach in which 146 Grade 8 learners and 34 Grade 8 teachers completed questionnaires intended to ascertain their experiences, feelings, conceptions and perceptions about the educational value of using tablets for teaching and learning in and outside the classroom. Classroom observation was also employed to investigate how teachers teach and learners learn when tablets were used in the classroom for reading, activities, research, video clips, and educational games. The analysis for classroom observation used a Likert scale to evaluate teaching effectiveness and the impact of tablets on learning. Phenomenographic interviews were conducted whereby learners answered 22 pre-determined questions, while teacher interviews focused on training, comfort with technology, and adaptation in teaching. Interviews were audio-recorded, transcribed and analysed through six key themes, namely, teaching techniques, meaning, promoting effective learning, seven practices for effective learning, promoting effective critical thinking, and seven components in the Technological, Pedagogical and Content Knowledge (TPACK) framework. Department of Education officials were interviewed to establish the rationale behind the introduction of tablets. The analysis of phenomenographic interviews employed Marton’s framework as well to evaluate teaching and learning with tablets. Although conducted prior to COVID-19, the study’s findings remain relevant, as the pandemic and recurring power outages forced schools to adopt hybrid or blended learning models. The results revealed that teachers and learners had mixed feelings regarding the educational value of using tablets in schools. Some teachers supported the notion that their use creates opportunities for learning, especially if the user knows how to teach with technology. Others were concerned about time lost, as learners tended to focus on non-academic content, and felt that some learners lack discipline when tablets are used in the classroom. Learners also had mixed feelings about the use of tablets in the classroom, with some stating they cause distraction and others stating they enhance learning. Classroom observations were viewed through the TPACK lens to ascertain teachers’ pedagogical knowledge. Teachers noted that tablets facilitate interactive, multimedia instruction, boosting learner participation through digital quizzes, video tutorials, and interactive applications. Tablets also provide learners with easy access to online resources, enhancing their knowledge acquisition and comprehension of complex science subjects. Additionally, they accommodate personalised learning experiences, enabling learners to learn at their own pace and learning level. However, the development of teacher and learner resources in schools needs to go hand in hand with appropriate teacher professional development in order to maximise learner engagement in classroom settings. The findings indicate that the use of tablets improves teaching and learning, which aligns with universal theories of learning such as social constructivism. While the educational value of tablets could not be quantifiably measured, their potential to foster self-directed learning, stimulate curiosity and provide better learner autonomy was evident. Overall, the study supports the incorporation of tablets in classrooms for facilitating internet-based knowledge access and improving instructional effectiveness.