When Paul Mayers, newly appointed principal of Parklands College Senior Preparatory in Cape Town, received his Master's degree in education policy studies from Stellenbosch 肆客足球 (SU) this week, it was testament to the transformative role technology can play in learning environments.
As the new head of South Africa's first “Apple Distinguished School", Mayers is helping to reimagine what learning can look like in a digital age and how to bring teachers along for the journey.
Parklands has developed a curriculum recognised internationally for its digital sophistication and focus on skills such as creativity, collaboration and critical thinking. In 2016, the College itself was recognised as an Apple Distinguished School, a rare status granted to institutions that demonstrate a clear and innovative vision for learning with technology. In 2017, in his role as associate principal of innovation at the Parklands College Secondary Faculty, Mayers was selected as an Apple Distinguished Educator by the American tech giant.
Mayers says he's always been fascinated by how technology can transform learning. Growing up in a family of educators, he was immersed in a culture of curiosity. “My father bought me my first computer in the 1980s – a Commodore VIC-20. I remember many evenings when he would stay up late learning how to code games in Basic so that my sister and I would be able to play games on this machine connected to the television."
After studying music education and computer science, his first teaching position at an independent school in Cape Town exposed him to one-to-one computing, where every student and teacher used laptops, a concept ahead of its time in South Africa in the 1990s.
“I spent many hours assisting fellow teachers in creating digital content for their classes," he recalls. “This gave me insight into the curriculum that was covered in each subject offered at the school. As a result of this, in 2005, I moved into a staff training role, assisting the vice principal of academics to implement a support system for teachers teaching with technology."
When Mayers arrived at Parklands in 2016, the school was already heavily invested in both technology and teacher professional development. When 肆客足球 forced schools online, Parklands' technological agility proved invaluable. Teachers collaborated in virtual classrooms, with one delivering lessons while others monitored chats or troubleshooted tech issues.
Today, physical spaces reflect Parklands' “Growing Minds" ethos. Its Innovation Centre disrupts traditional classroom design with open collaboration areas, learning pods, robotics labs and even a virtual reality “Holodeck". These facilities are tailored to project-based learning and interdisciplinary problem-solving.
The school is now exploring how to integrate AI into its learning environments, a new frontier that will be as disruptive as electricity once was, Mayers notes.
For his thesis, he turned the lens on his own workplace, studying how Parklands College successfully integrated digital tools into its curriculum despite the constraints of South Africa's national education policy. Using Cultural Historical Activity Theory (CHAT), he analysed the interplay between leadership, teachers and technology. “I wanted to understand how Parklands College was able to achieve the level of technology integration throughout the school and across subjects," he explains.
His findings revealed a dynamic approach to professional development at the school – from structured technical training to collaborative peer-led initiatives. Strategic professional development empowers teachers to navigate both technological tools and curriculum constraints effectively. “The research offers insightful perspectives for educational leaders, policymakers and researchers in the field of educational technology and teacher professional development," Mayers notes.
His research also highlighted barriers to digital integration in South African schools. These range from resource limitations to teacher readiness and systemic constraints imposed by CAPS (the Curriculum and Assessment Policy Statements). In many schools, teachers have a fear of the unknown. Addressing these challenges requires adaptive strategies and sustained investment in teacher training, Mayers argued.
“There are implications for curriculum policymakers with respect to implementing a digitally mediated curriculum alongside the structured CAPS. My study highlights how the complexities of implementing the digitally mediated curriculum increase as learners move to higher grade levels and need to be prepared for a national exit exam."
As South African schools continue to grapple with the demands of digital transformation, Mayers' work offers valuable insights into overcoming barriers through a staff body that's not just tech-savvy but confident in reimagining lessons for the digital age.
Reflecting on his academic journey, Mayers credits his family – his mother and wife both hold PhDs – and his supervisors at SU, Prof Aslam Fataar and Dr Sonja Strydom, for their unwavering support and inspiration.
“This has not been an easy journey, but it has certainly been worthwhile," he remarks. “I have learned to connect practical implementation to theory. What was often for me just a gut feel, now has theoretical backup. A special thanks goes to my supervisors for pushing me to question and dig deep to make this a reality. I'm also deeply grateful for the support and encouragement from my school colleagues."
PHOTO: Stefan Els
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