Guiding Principles for the Integration of Smartboards in Grade 12 Classrooms at a Soshanguve Secondary School

The integration of smartboards in South African classrooms, particularly in under-resourced township schools, has been championed as an innovative solution to improve teaching and learning outcomes. This study explores the application of smartboards in Grade 12 classrooms at a secondary school in Soshanguve, Gauteng Province. Despite significant investments in technological infrastructure, challenges persist in effectively utilising smartboards due to factors such as inadequate teacher training, unreliable infrastructure, and limited professional development. Guided by the Technological Pedagogical and Content Knowledge (TPACK) framework and employing an exploratory case study design within an interpretivist paradigm, this research collected qualitative data from semi-structured interviews with teachers. Findings reveal that while teachers possess basic technological competencies and recognise the pedagogical potential of smartboards, their practical application is constrained by infrastructural limitations and insufficient support mechanisms. Recommendations include targeted professional development, reliable technological maintenance, and the development of context-sensitive guidelines to maximise the educational benefits of smartboard integration in township schools.