Guiding principles for the integration of smartboards in Grade 12 classrooms at a Soshanguve secondary school

Abstract

Background: Guided by the Technological Pedagogical and Content Knowledge (TPACK) framework, this study employed a qualitative case study using semi-structured interviews and thematic analysis to examine smartboard integration in South African classrooms. Although smartboards have been widely deployed in under-resourced township schools to enhance teaching and learning, their effective use remains limited. Persistent barriers such as inadequate teacher preparation, unreliable infrastructure, and insufficient professional development continue to constrain meaningful implementation.
Aim: To investigate the integration and pedagogical use of smartboards in Grade 12 classrooms, focusing on challenges and emerging opportunities.
Setting: A secondary school in Soshanguve, a township in Gauteng province, South Africa.
Methods: An exploratory case study within an interpretivist paradigm was adopted. Qualitative data were collected through semi-structured interviews with teachers, supported by the TPACK framework.
Results: Teachers demonstrated foundational technological competence and recognised the pedagogical value of smartboards. However, unreliable infrastructure, limited training, and inadequate professional support restricted instructional innovation, preventing deeper integration into classroom practice.
Conclusion: While teachers showed willingness and positive attitudes towards smartboard use, systemic constraints continue to limit pedagogical transformation in township contexts.
Contribution: The study advances discourse on educational technology in resource-constrained environments by documenting contextual barriers and proposing targeted teacher development, strengthened infrastructure, and context-responsive implementation strategies.