Technology in the classroom - a South African perspective
By Candice Joubert, Charterhouse Pre-Primary School
It seems that at the moment no social gathering can go by without South Africa’s economic future being a topic of discussion. And with good reason. Our current unemployment rate sits at 29%, the highest it has been since 2008. Regardless of how patriotic you may be (#imstaying), it would be hard to consider that as anything other than dire.
A recent McKinsey paper found that adopting digital technologies early could result in a net gain of 1.2 million jobs for South Africans by 2030. It is also predicted that productivity growth would be tripled and per capita income doubled. Filling these jobs would require graduates with higher life skills and strong technology-related backgrounds. Our South African reality, however, is that many learners attending schools are from homes without a strong technological infrastructure. In its General Household Survey, Statistic South Africa found that close to 90% of households in South Africa do not have access to the Internet at home. Computer ownership only currently sits at 21.5%. The responsibility, therefore, rests on the Education sector to ensure that these graduates will be available, at a scale large enough to fill projected demands.
Early introduction of technology in schools is important to close the gap between our current situation and where we need our future graduates to be. It is predicted that by 2031 all repetitive tasks will be replaced by robots, so it is no longer enough to merely teach a child how to use a computer. Children need to be taught those skills that robots cannot do. According to Michelle Lissoos, Managing Director of Think Ahead, these skills include empathy, creativity, and higher cognitive thinking. Using technology to teach these human characteristics might seem contradictory, but technology can open doors for children which would otherwise be impossible in certain home situations.
Technology can, first and foremost, provide opportunities for children without the means at home, to become technologically literate at an early age. Technological literacy goes further than digital literacy, in that children with strong technological literacy are able to use, manage, understand and assess technology, and not just be comfortable being immersed in it. These children will be able to use technology specifically for their benefit.
There are many situations where educators can utilise technology to spark creativity within learners. Learners with a lack of resources in the home can be exposed to music, dance, drama, art and photography through the use of quality apps. In the absence of available materials, Auryn Ink allows students to create realistic looking watercolour artworks on a classroom iPad. Need a space for learners to create and share stories? Storyrobe provides an educator with the platform to do just that. A quick internet search returns countless further apps that could be used to encourage expression and creativity.
Most educators are aware that the best way to teach empathy is to model empathy. By watching their teachers show compassion in various situations, children learn to empathize with, and show better understanding towards, others. Technology can never replace this. It can, however, be used as a successful supplement to an already understanding and forgiving classroom. Technology can be used to broaden a child’s perspective by researching how those in other parts of the world live, the problems they face, and the hopes they have for their future. For those situations where learners are passionate about a social issue, technology allows them to turn their empathy into action. Funds can be raised through platforms like givengain.com. Awareness of a cause can be generated through social media, or learners could have their voices heard through the creation of online petitions. Technology could ensure that children take action at the moment they feel called to do so.
Although many feel that it results in passive engagement, correctly vetted and selected technology can greatly assist with higher order thinking. One aspect of higher order thinking is analysis. The more information children have on a particular subject, the more thorough their analyses. The Internet allows for learners to retrieve vast amounts of information on any number of subjects, which results in a greater challenge when it comes to forming conclusions and opinions. An online message board could encourage learners to debate a particular topic outside of classroom time, giving them the opportunity to research and support their opinions. Even our youngest learners can develop their thinking skills by making use of fun, engaging tools like Terrapin’s Bee-Bots. These programmable robots are designed specifically for young children, and can be used in the classroom for all manner of problem solving. Young learners will communicate and collaborate while manipulating the Bee-Bot through and along obstacles, solving problems as they encounter them and learning from prior mistakes.
A new kind of adult is needed for the future South Africa. Technology is how we enable our children to become those adults. Educators need to move towards using technology as a tool to enable learners to become creative, empathetic, higher-order thinkers. We already have the problems. It is time to start equipping our problem-solvers from a young age.
ADvTECH Updates
ADvTECH Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“ADvTECH” or “the Company”) DEALINGS IN SECURITIES BY A PRESCRIBED OFFICER AND THE COMPANY SECRETARY OF THE COMPANY In compliance with the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by a Prescribed Officer and the Company Secretary of the Company.
ADvTECH Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“ADvTECH” or “the Company”) DEALINGS IN SECURITIES BY PRESCRIBED OFFICERS AND ASSOCIATE OF A PRESCRIBED OFFICER OF THE COMPANY In compliance with the JSE Limited Listings Requirements the following information is disclosed in respect of dealings in ADvTECH securities by ADvTECH Prescribed Officers and an associate of a Prescribed Officer.
ADvTECH Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“ADvTECH”) DEALINGS IN SECURITIES BY PRESCRIBED OFFICERS, A DIRECTOR OF A MAJOR SUBSIDIARY, AND COMPANY SECRETARY: SHARE VESTING In compliance with the JSE Limited Listings Requirements, the following transactions relating to prescribed officers, director of a major subsidiary and company secretary dealings are hereby disclosed, in terms of the provisions of the ADvTECH Management Share Incentive Scheme (MSI), regarding performance and retention shares that have vested after 3 years.
Community law clinics play a vital role in ensuring access to justice in South Africa, annually serving thousands of people who are unable to afford legal services and representation. In response to the overwhelming demand for these lifeline services, SA’s leading private higher education provider has been steadfastly expanding its footprint of law clinics across the country, culminating in the recent launch of a mega-clinic in Randburg. The IIE Varsity College’s Randburg Community Law Clinic is a game-changer for the community, says Soretha Venter, senior attorney and Director of the clinics in the region. “It’s our most ambitious effort yet to bridge the gap in access to justice, ensuring marginalised individuals can exercise their legal rights while equipping our students with real-world skills,” Venter says. “Law clinics like ours promote fairness, equality, the rule of law, and transform lives by providing essential legal services while empowering our students to become empathetic, skilled legal professionals dedicated to social justice.” Venter says community law clinics play a pivotal role in addressing the systemic barriers to justice faced by underserved populations, particularly in South Africa, where economic disparities often limit access to legal services for many vulnerable citizens. “These clinics provide free legal advice, mediation services, and representation in matters such as family disputes, housing issues, employment conflicts, and consumer rights, empowering individuals who cannot afford private attorneys. By bridging this gap, law clinics ensure fair and equitable treatment for all, uphold human rights, and promote social cohesion by providing avenues for resolving disputes and addressing grievances.” Beyond resolving individual cases, they foster social justice through community outreach, offering workshops and campaigns on critical issues like domestic violence and discrimination, which educate the public and enhance awareness of legal protections. “The benefits to communities extend beyond immediate legal solutions, creating a ripple effect of empowerment and social change. Law clinics not only resolve disputes but also build trust in the legal system by providing accessible, compassionate support. They advocate for systemic improvements, collaborating with nonprofits and government agencies to address broader societal challenges,” Venter says. For instance, initiatives like family law mediation and post-litigation support for clients, as planned by the IIE Varsity College Randburg mega-clinic, offer sustainable solutions for low-income families. By equipping communities with knowledge and resources, these clinics strengthen social cohesion and promote a culture of justice, ensuring lasting impact for individuals and society as a whole. In addition to providing communities with free legal representation and support, law clinics ensure that SA’s future legal practitioners receive a real-world, holistic education. This year, more than 120 final-year students from three campuses will gain hands-on experience at the Randburg clinic, under the supervision of experienced attorneys. Groups of around eight students at a time work Monday through Thursday, immersing themselves in consultations, legal drafting, research, and court visits. “Students are exposed to every facet of a real law firm. This practical training not only hones their skills in client interaction and case management but also instils a deep sense of social responsibility,” says Venter, adding that the clinic prepares students for South Africa’s unique legal landscape while fostering a commitment to pro bono work. The Randburg mega clinic boasts 3 attorneys’ offices, 4 candidate legal practitioner spaces, a boardroom with state of the art digital and online facilities and 4 consultation rooms. It currently has 2 full time attorneys, 2 candidate legal practitioners and a legal intern, and the team will be growing in months to come. Since its launch, it has received 105 applications, of which 43 are still active matters that are attended to on a daily basis. It is expected that these numbers will have doubled by the end of 2025. The Randburg mega-clinic builds on the success of IIE Varsity College’s earlier clinics established in Durban North (2022), Pretoria (April 2024), and Cape Town (July 2024). Another clinic is set to open in Nelson Mandela Bay in August 2025.
Monde Nkosi presents his latest episode of the Education Investment Podcast in video on YouTube and audio on Spotify, Apple and all major podcast platforms https://linktr.ee/educationinvestment?utm_source=linktree_admin_share In this episode, Leading a Schools and Higher Education Group with Geoff Whyte (CEO of ADvTECH Group), we explore leadership in a combined schools and higher education group serving more than 100,000 students across multiple countries including South Africa, Kenya, Botswana and Ethiopia. Geoff presents his investment and social impact case for ADvTECH and independent education. Geoff also shares some personal stories about his journey from growing up in Scotland; to living and working in multiple countries including England, Russia and the Netherlands; and moving to South Africa in the late 1990s.
02 June 2025: ADvTECH Group, Africa’s leading private education provider, is pleased to announce the launch of Rosebank International University College (RIUC) in Accra, Ghana. Registrations will open on 15 June 2025, ahead of the first academic semester which begins on 1 September 2025. This will be followed by a second enrolment cycle in February 2026. Situated in Accra’s prestigious Airport Residential Area, the RIUC campus will offer a wide range of high-demand qualifications, from doctoral programmes to diplomas. Fifteen qualifications have been accredited to date in fields including Business Administration, Digital Marketing, Information Technology, Service Management and Hospitality. The new RIUC campus builds on ADvTECH’s existing international presence in Kenya, Botswana, and Ethiopia, reinforcing its commitment to providing quality education across the African continent. “We are delighted to launch our highly successful Rosebank International brand in Ghana, expanding our tertiary education footprint outside South Africa for the first time. We look forward to delivering the superior academic outcomes and excellent student experiences we are known for in South Africa in Accra,” says ADvTECH Group CEO, Geoff Whyte. Students will benefit from a wide array of extracurricular activities and access to foundational academic, financial, digital literacy and psycho-social support programmes. The campus will also employ facial recognition access for enhanced security.
ADvTECH Limited (Incorporated in the Republic of South Africa) (Registration number 1990/001119/06) Share code: ADH ISIN: ZAE000031035 (“ADvTECH” or “the Company”) RESULTS OF THE ANNUAL GENERAL MEETING In terms of section 3.95 of the JSE Listings Requirements, shareholders are hereby advised that at the Annual General Meeting (“AGM”) of shareholders of the Company held today, Wednesday 28 May 2025 all the proposed ordinary and special resolutions, as set out in the Notice of Annual General Meeting, were approved by the requisite majority of shareholders present or represented by proxy. Details of the results of voting at the annual general meeting are as follows:
ADvTECH, in collaboration with the IIE MSA Centre for Water and the Environment (CWE), has launched the Water Quality Monitoring Initiative, a national, student-led citizen science project aimed at protecting South Africa’s freshwater ecosystems. As a cornerstone of ADvTECH’s ESG Legacy Campaign, this innovative initiative arms university students with professional water testing tools to track and improve local water quality. A number of water courses will be tested for select chemical contamination and the presence of excessive bacterial and viral agents, while also testing for the presence of micro-organisms to discern the health of the ecosystem. Following a student awareness drive in April and May 2025, the campaign culminated in a successful Water Monitoring Day on May 20, which also saw the launch of a 3-months long competition. Running from July to September, student teams will now be vying for a R10 000 award based on their data and analysis.
Trailblazing South African educator Nadine Smith has been awarded the prestigious 2025 EDGE in Tech Athena Award for Early Career Leadership, recognising her groundbreaking work in transforming STEM education and making it more inclusive and accessible. Nadine Smith, a Coding and Robotics educator at ADvTECH, South Africa’s leading private education provider, was honoured by the Center for Information Technology Research in the Interest of Society and the Banatao Institute (CITRIS) at the University of California. The international award was presented during a special ceremony at UC Berkeley, where Smith stood out as the only recipient from Africa, and her recognition marks a proud moment for the country. She was one of just four global recipients of the award, which celebrates individuals leading the charge in creating more diverse, equitable, and impactful technology ecosystems. This year’s EDGE in Tech Athena Award recipients include: Executive Leadership: Susan Lyne, Co-Founder and Managing Partner, BBG Ventures Academic Leadership: Isabel Montañez, Distinguished Professor and Chancellor’s Leadership Professor of Earth and Planetary Sciences, University of California, Davis; Director, UC Davis Institute of the Environment Early Career Leadership: Nadine Smith, Coding and Robotics Educator, ADvTECH, South Africa Graduate Student Leadership: Zhe Fu, Doctoral Student in Transportation Engineering, UC Berkeley “It is incredibly important to recognise the people doing the difficult work of expanding access to essential tech fields,” said Jill Finlayson, Managing Director of the CITRIS Innovation Hub, which oversees the awards. “Those who champion on-ramps into STEM, fair workplaces and welcoming cultures are critical to the development of innovative technologies and help ensure that new solutions will work well for everyone.” Desiree Hugo, Academic Head at ADvTECH Schools, says the group was very proud of Smith. “We extend our heartfelt congratulations to Nadine Smith for her well-deserved 2025 EDGE in Tech Athena Award. Her passion for empowering students through coding and robotics education is transforming lives and inspiring a new generation of innovators. We are incredibly proud of Nadine’s global recognition and her unwavering commitment to making STEM accessible and inclusive for all,” Hugo said. Reflecting on the award, Nadine Smith said: “I believe every child deserves to see themselves in STEAM. Through coding and robotics, I strive to ignite confidence, curiosity, and creativity in learners, especially those who don’t yet realise they belong in tech. This award is not just a personal milestone, but a reminder of the importance of creating inclusive learning spaces where all young minds can dream, build, and lead.” Smith, who also leads EdTech initiatives and trains fellow teachers in integrating emerging technologies, has been widely recognised for her leadership, innovation, and commitment to education transformation in South Africa and beyond.
As technological development transforms global education, the education sector in South Africa faces a critical challenge: how to deliver personalised, inclusive, and differentiated learning experiences that meet the diverse needs of every student. “As classrooms grow more diverse, both in learning styles and abilities, schools must adopt innovative approaches to ensure no student is left behind. Adaptive learning technologies offer a powerful solution, enabling educators to tailor instruction while fostering an inclusive environment,” says Andrea Kruger, EdTech specialist at ADvTECH Schools. Kruger recently delivered a keynote address at the 15th Cutting Edge Technologies in Education Practice Conference in Greece, on Empowering Inclusive Education. Adaptive learning technologies use data-driven insights to customise educational content, pacing, and assessments to suit individual student needs. These tools, ranging from intelligent tutoring systems to learning management platforms, allow educators to differentiate instruction without overwhelming their workloads. ADvTECH’s own adaptive Intelligent Tutoring System, ADvLEARN, exemplifies this approach by using AI to personalise learning pathways, ensuring each student progresses at their own pace. This system supports data-informed teaching while promoting learner autonomy across subjects. For students, this means a learning experience that feels tailored, engaging, and supportive, whether they’re mastering foundational skills or tackling advanced concepts. For teachers, it provides real-time feedback to adjust strategies, ensuring every student progresses. ACCESSIBILITY OF ADAPTIVE LEARNING TECHNOLOGIES IN SOUTH AFRICA ADvTECH leverages cutting-edge tools like Microsoft Learning Accelerators to enable adaptive learning and differentiation across its schools, says Kruger. But while these may not be accessible to all South African schools, cost-effective and free alternatives can enhance student outcomes and drive tech-enabled learning nationwide. “Resource-restricted schools can absolutely integrate adaptive learning technologies by starting small, leveraging free or low-cost tools, and prioritising teacher training and inclusivity. While they may not match the scale of a global best practice ecosystem, the core principles—pedagogy-driven tech, inclusivity, and adaptability—apply universally,” says Kruger. Additionally, by tapping into partnerships, open resources, and community support, these schools can deliver personalised learning that transforms student outcomes, proving that innovation is possible even with limited means. HOW TO INTEGRATE ADAPTIVE LEARNING TECH INTO THE CURRICULUM “The success of adaptive learning hinges on intentional implementation,” says Kruger. “Technology must not dictate educational strategy but rather enhance it. Schools should prioritise tools that align with their pedagogical goals, fostering critical thinking, collaboration, and creativity. Moreover, inclusivity must remain at the heart of these efforts, ensuring that technology bridges gaps for students with diverse needs, including those with learning difficulties or language barriers.” Kruger says a successful implementation of adaptive learning technology needs to consider the following: Put pedagogy first : Choose technologies that support your teaching goals, fostering skills like critical thinking and creativity. Avoid tools that prioritise rote learning or dictate classroom strategies. For example, platforms with real-time analytics can help teachers tailor lessons dynamically while maintaining educational quality. Champion inclusivity : Select adaptive tools that cater to diverse learners, including students with disabilities, language barriers, or varying academic needs. Technologies should bridge gaps, ensuring every student—from those needing extra support to those ready for advanced challenges—feels included and empowered. Empower educators : Invest in teacher training to build confidence in using adaptive technologies. Tools like data dashboards can streamline administrative tasks, freeing teachers to focus on instruction. Free or low-cost training resources, such as UNESCO’s ICT Competency Framework, can support this in resource-constrained settings. Adopt cost-effective solutions : Resource-restricted schools can leverage free or low-cost platforms like Khan Academy, Moodle, or Kolibri, which offer personalised learning and offline capabilities. Mobile-first apps, such as Quizlet, can also deliver adaptive content using widely available smartphones, maximizing access in underserved areas. Stay adaptive and innovative : Regularly evaluate and update your tech practices to align with global trends and local needs. Encourage a culture of agility by piloting small-scale projects, assessing outcomes, and scaling successful initiatives. This ensures long-term relevance in a fast-evolving EdTech landscape. Engage communities : Involve parents, students, and local stakeholders to build trust in adaptive learning. Transparent communication about its benefits—such as improved engagement and equity—can foster buy-in.
