Abstract
The introduction of the paperless classroom was intended to revolutionise the current South African education system so as to equip learners with 21st century skills that would enable their participation in a rapidly expanding digital world. While this effort is commended, the “crossover” to equipping schools with digital resources should not have been just about access. It had to have been a deliberate engagement with the whole teaching and learning encounter and the pedagogical approaches that would be responsive to such learning environments. This study sought to explore the experiences of school leaders and teachers in their transition towards paperless classrooms in the Ekurhuleni district through a qualitative case study research approach. In defining a paperless classroom participants concur with the literature that it is the incorporation of smart technologies such as Smartboards, tablets, laptops, projectors and other information and communication equipment as well as relevant software systems that are to be used for the purposes of teaching and learning. Such a definition negates the pedagogical shifts that the inclusion of digital resources would have and the kind of teacher preparation and support that would be required for successful transition. Since traditional classrooms differ significantly from paperless classrooms, the transition requires a mind shift change in both teachers and learners. Teachers need to be empowered to develop technical and pedagogical skills so that the inclusion facilitates learning that leads to learner success. At the same time, learners need to use technology as a way of stimulating self-directed and personalised learning that enhances curriculum delivery. The findings of this study showed that the digital resources provided more time for engagement with the curriculum, that it offered streamlined and more effective communication and that it eliminated many inconveniences associated with a traditional classroom. It was a preferred choice from the perspective of leaders of learning; however, it also brought with it a number of challenges, like a lack of technical support, problems associated with security, the slow and inconsistent roll out of the resources, and a lack of on-going teacher development through formal and on-the-job Continuous Professional Development (CPD) While these findings provide valuable insights into the transition to paperless classrooms, the study concludes with several recommendations that could be used to improve the process currently and in the future. These include, teacher participation in the design of paperless classrooms, development of technology and pedagogical skills development through CPD, maintenance of resources and infrastructure, security measures and on-going technical support. The inclusion of digital resources should be viewed as tools that facilitate the enhancement of teaching and learning rather than simply changing the face of traditional classrooms.
M.Ed. (Educational Leadership and Management)