Information and Communication Technology (ICT) has been used widely across the globe for the purpose of improving the quality of both basic and higher education. Lately, different kinds of technologies, such as smart boards, have been incorporated into the teaching and learning process with the aim to contribute to the effectiveness of teaching and learning outcomes. The main aim of this study was to investigate the integration of smart boards by secondary school teachers in the Tshwane West district (Gauteng province) in their business studies teachings. The study focused on the teachers’ perspectives, the challenges they experienced, and the support they required for the integration of smart boards in the classroom. The study used a qualitative research approach to gather and analyse data. Using a multiple case study design, 5 business studies teachers were purposive sampled based on their experience on the use of smart boards. Both semi-structured interviews and non-participant observations were used to collect evidence. Technological and Pedagogical Content Knowledge (TPACK) was used as a framework by which to understand the study. The four pillars of trustworthiness (credibility, transferability, confirmability, and dependability) were applied to ensure trustworthiness of the study results. The ethics guidelines (voluntarily participation, anonymity, confidentiality, and informed consent) were also taken into consideration and applied. The main research question for this study was: How do secondary school teachers integrate smart boards in teaching business studies in the Tshwane West district? The findings suggested that business studies teachers have positive perspectives on the integration of smart boards with the belief that smart boards make their teaching easier and allow them to incorporate a variety of audio and visual material into a lesson. The findings also revealed that teachers face various challenges, such as smart board malfunctioning, computer viruses, and limited time given for the integration of smart boards in the classroom. From the findings, it was clear that teachers had received professional development training on smart board integration, but that the training was inadequate. Despite the challenges that business studies teachers face during the integration of smart boards, the findings of this study indicated that teachers still had an interest in and were willing to integrate smart boards into the classroom. The study recommended that teachers should be provided with sufficient professional development on the integration of smart boards in a business studies classroom, which would improve the level of competency of teachers on smart board integration in the teaching and learning process. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)

The study investigated the pedagogical impact of the use of smart classrooms by Grade 11 secondary teachers to facilitate the teaching and learning in the Tshwane South District. The lens used to understand this study’s problem was Technological, Pedagogical and Content Knowledge. The researcher used the interpretivist paradigm and a qualitative approach was applied. A multiple case study research design was also employed. Five secondary schools were used from which to collect data. The instruments used to collect data were semi-structured interviews, non-participant observation and document analysis. The population comprised Grade 11 secondary teachers. The ten participants were purposively sampled on basis that they taught Grade 11 classes using smart classrooms on daily basis. Ethical considerations were maintained by ensuring anonymity, voluntary participation, informed consent and confidentiality. Data collected were analysed using thematic analysis. The data were coded and organised into descriptive themes. Trustworthiness in the study was maintained through credibility and transferability. The results revealed that the introduction of smart classroom have a predominantly positive impact on the pedagogy in education and teachers are enjoying the new era in education. The findings of the individual semi-structured interviews reflect that the participants of this study used smart technology in their daily teaching. The findings also revealed that smart technology is useful, important and effective in the teaching and learning process. The findings of the non-participant observation revealed that participants showed varied degrees of mastery of Technological knowledge, Technological Content Knowledge and Technological Pedagogical Knowledge. Some participants were well conversant with navigation of the smart board. They could use the tools and icons on the smart board throughout the lessons. The findings of the document analysis revealed that the five schools had an ICT file and the table of contents of these files were spelt out clearly. Every school had a policy on ICT integration and implementation. / Curriculum and Instructional Studies / M. Ed. (Curriculum studies)