Since the 2000s, the South African government has pushed for universal ICT integration in education. In provinces like Gauteng, the government, through the Gauteng ICT and E-Education Strategy (2014), developed a comprehensive, multi-pillar approach to ICT deployment and e-learning in schools. Government investments and private partnerships sought to provide schools with infrastructure, devices such as learning tablets and computers, internet connectivity, and professional development for educators, to achieve its goal of preparing students for the Fourth Industrial Revolution.
Still, many township schools, classed as quintile 1 schools—and which receive the most government funding and serve the most economically disadvantaged students—remain digitally excluded. Basic infrastructure, such as reliable electricity, internet access, and modern devices such as learning tablets and computer laboratories, are still lacking in these schools. According to Gauteng-based education activist, Henrick Makaneta, “poverty, lack of infrastructure, and limited digital literacy among teachers and learners” remain significant barriers to technology advancements in education.
Just southeast of Gauteng, in Heidelberg, Ratanda Secondary School (Ratanda) is one of a few townships schools navigating these challenges as it introduces learning tablets into classroom activities. With a suite of applications and educational material, Ratanda’s administration believes that these learning tablets can help students and teachers overcome infrastructural deficits and be better equipped for the future of work.
The devices
At Ratanda, the learning tablets are distributed one piece to two students. They come preloaded with educational apps such as KeyBlaze, Typing Tutor, Wikipedia, Encarta, and the Google Chrome browser. Each learner can access South Africa’s official Curriculum Assessment Policy Statements (CAPS), a comprehensive document pertaining to the learning and reporting processes for Grades R-12 subjects, through a digital application, “My Core CAPS”. Students also have access to a number of educational videos and quizzes pre-installed into the devices. Combined, these tools foster an interactive, tech-driven education, allowing students to explore subjects deeply, collaborate online, and develop critical twenty-first century skills.
Morena Moloi, ICT Coordinator at Ratanda, explains that the motivation to adopt the learning tablets came from the Gauteng school district itself. “We took our guidance from the district, driven by the desire for learners to engage with the tools and resources provided for educational purposes,” he told TechCabal. The COVID-19 pandemic accelerated this adoption, highlighting the importance of digital access. “We positioned ourselves as thought leaders in this vision, recognising that we could make learning more enjoyable and accessible,” Moloi added.
Beyond the need to prepare for the future, schools like Ratanda are also adopting digital and e-learning initiatives to address declining proficiency and higher drop-out rates in STEM subjects. In 2023, only 28,851 matriculants scored at least 60% in both mathematics and physical science, according to the Basic Education Department, and the percentage of matriculants writing mathematics dropped from 53% in 2008 to 38.5% in 2023. Lack of infrastructure and qualified educators often leave learners with shaky foundational skills in these subjects and discourage students from pursuing them at university level.
“Given the education gap that exists due to inequality in the country, ICT is one of the fastest-growing sectors with a huge amount of innovation,” said Tshepo Nkopane, Johannesburg-based director of Envirocentral, a sustainability think tank.
Tech adoption in classrooms across South Africa has witnessed a compound annual growth of 16% between 2020 and 2023, according to data from Gauteng-based research firm, Birguid. This growth has been driven by increased investments, a growing demand for digital tools in learning, internet penetration, and corporate upskilling. K-12 schools, like Ratanda, have seen the largest market share of the edtech market (46%) which grew 13.8% between 2022 and 2023, to $314.4 million.
“If the world moves forward, without ICT infrastructure and specialised programs, we are hindering children’s ability to be prepared for their futures,” Nkopane said.
The challenges
Implementing the use of the devices has not come without its issues. Teacher readiness poses a challenge, for one. Over 60% of educators in under-resourced South African schools have basic ICT training, yet infrastructure gaps and varying digital literacy hinder effective usage.
Moloi notes that older teachers often struggle with navigating these devices and rely on peer mentorships to get a hang of tech tools.
Ratanda science teacher, Lerato Legowa, explains that about 70% of Gauteng teachers feel unsure about advanced tools like VR and so require targeted training for their skills to catch up with curriculum goals.
Limited or unavailable Wi-Fi coverage also persist. “Sometimes it’s frustrating when the Wi-Fi is slow or doesn’t work,” one Ratanda student told TechCabal.
To avoid overuse, the school employs a monitoring tool to track how often students are on the devices weekly and monthly. In class, students are only allowed about 30 minutes of screen time to keep their focus on other classroom tasks and students who spend more time than required have their devices confiscated for a period. Students are sometimes allowed to go home with their learning tablets. Moloi acknowledges the challenges of oversight in this instance, but stresses collaboration with parents to reinforce responsible technology use at home.
To address concerns about plagiarism and AI misuse—AI software like Gemini and ChatGPT are downloadable to the devices and their use encouraged—Ratanda uses the Harvard reference style to verify originality. “If a teacher suspects a learner has provided credible information without full understanding, we use citation practices to confirm acknowledgement of sources,” Moloi explained.
Nokuzo Mona, ICT teacher at Khanya Lesedi Secondary School also in Heidelberg, echoes similar challenges faced by Ratanda.
“Since 2021, our device rollout has faced challenges in achieving its intended impact,” Mona told TechCabal. “Initially, tablets were distributed only to specific grades. In 2024, we expanded access, but issues in our Revenue Management System (RMS) profiling process led to gaps in distribution, leaving some learners without devices.”
Among those who received tablets, Mona explained that adoption has been uneven. Students still struggle with tablet functionality issues like slow performance, and prefer smartphones for their convenience, often questioning the value of the tablets. “Despite setbacks, we continue refining our distribution process and aim to foster appreciation for ICT through workshops and mentorship, ensuring every learner can thrive in this digital age,” she said.
Xolani Matshika, Gauteng’s ambassador to Funda Mzansi literary championship, emphasise the broader significance of schools like Ratanda and its digital tablet play: “In less developed communities, ICT schools are changing lives by teaching digital skills, bridging the rural-urban education gap, and uplifting entire communities. Their work is a powerful reminder that innovation and resilience live everywhere.”
The job market of the present and future
Beyond a digital-forward classroom, Ratanda has also designed programs like industrial field trips and career expos to prepare students for the current job market “We are exposing learners to job opportunities in the market, bridging the gap between education and reality,” Legowa explains. These initiatives aim to align classroom learning with industry demands, ensuring students graduate with relevant technical and critical-thinking skills.
For teachers hesitant to adopt digital tools, Legowa emphasises patience and support. “We understand that starting a new initiative can be challenging and may feel strange at first,” she said. “We also need more support from the Gauteng Department of Education, as there are currently no staff members directly employed for ICT in the school.” She advocates for gradual integration and targeted training to ease the transition.
Moloi’s vision for Ratanda is a complete integration of ICT, where all teaching and learning happen digitally.
On the other hand, Ratanda students are eager to explore the potential of emerging technologies, such as AI and VR, in education. Science teacher, Legowa, believes artificial intelligence (AI) and other advanced technologies will play a transformative role in education. “Imagine using VR goggles in science to simulate and learn about the human digestive system,” she said. “You can manipulate the data to demonstrate the entire process to the class, rather than just showing them a picture.”
“I can not wait to see what new technologies our school will use,” one Ratanda student said.
To continue to drive digital adoption in schools like Ratanda, Makaneta calls for more collaboration. “To bridge the digital divide, the government and private sectors should invest in infrastructure development, provide affordable devices and internet connectivity, and offer digital literacy training,” he said.
For now, in spite of the challenges, Moloi, who is also a parent, is pleased with how Ratanda is going with its learning tablets and digital curriculum. Not only does the curriculum equip his child with skills for future employment, it also levels the playing field between students in townships and those in more developed areas. “This is a positive step forward for our children, and it empowers them in so many ways,” he said.
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