Abstract
A R T I C L E I N F O Through a qualitative case study research methodology, this study investigated the experiences of school leaders and teachers as they made the shift to paperless classrooms in the Ekurhuleni district. Semi-structured interviews with participants who had been purposefully selected were used to gather the data, which was then thematically analyzed. The results showed that using digital resources gave students more time to interact with the material and allowed for more efficient and effective communication, which eliminated the drawbacks of using a traditional classroom. It was a preferred choice from the perspective of leaders of learning. However, it did also pose some challenges, including a lack of technical assistance, security concerns, a slow and uneven deployment of resources, and a lack of opportunities for continued teacher development through formal and on-the-job Continuous Professional Development (CPD). The study recommends the inclusion of digital resources as tools that facilitate the enhancement of teaching and learning rather than simply changing the face of traditional classrooms. As a result of the global Covid-19 outbreak, time and access were severely restricted. Consequently, because only a small percentage of the staff at the two research sites participated due to infection or comorbidities, the study cannot be generalized to all situations. Recommendations for further study, including observing teachers and students. Successful implementation could be aided by the development of pedagogical experiments through action research, as well as input from other important stakeholders. In this research project, I explored the experiences of leaders of learning and teachers in two schools in Ekurhuleni since I teach at one of the schools participating in the "paperless classroom" program.