Tablet Adoption and Mobile Learning Impact in Tshwane West Schools
This study examines tablet adoption and mobile learning impact in Tshwane West Schools. Employing a qualitative research design, data was collected through semi-structured teacher interviews, classroom observations, and document analysis across three schools representing both urban and township contexts. Findings reveal that teachers generally hold positive attitudes toward tablet integration, perceiving enhancements in lesson delivery and student engagement. However, challenges such as inconsistent device availability, infrastructure limitations, and varying levels of digital confidence affect the consistent use of mobile learning. The study highlights that successful mobile learning depends on reliable access to technology, ongoing professional development tailored to teacher needs, and strong technical and administrative support. The results underscore the necessity for targeted investment and policy efforts to bridge infrastructural gaps and empower educators, thereby realizing the potential of mobile learning as a transformative pedagogical tool in South African high schools. It is recommended that educators design lessons that encourage active student participation using tablets, such as collaborative projects, quizzes with immediate feedback apps, and multimedia presentations. This can increase motivation, attendance, and timely task submissions.
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