•       Play-based, learner- centred teaching strategies undervalued by teachers

•       Innovative technologies rarely used or valued in the Foundation Phase

•       Promote play for learning and learner-driven play

•       Inspire and motivate teachers

•       Facilitate change leadership

•       Align leadership to support the project goals of teachers

•       Build and support communities of practice

•       Explore the relationship between cognitive and motor development

•       Promote learner-centred activities through play

•       Facilitate effective use of learning technologies

•       Focus on innovative teaching strategies, digital game-based learning

•       Promoting play-based, learner-centred pedagogies

•       Teacher professional development for 103 GR and G1 teachers and for 25 Senior Management Team members

•       Teachers identify teachable moments and stealth learning opportunities

•       Change leadership for Senior Management Teams and district officials

•       10 schools in two provinces provided with tablets and an Xbox Kinect (donated by Microsoft) and a TV screen (donated by Samsung)

•       Teachers provided with personal 10” tablets

•       Impacted 4 308 learners over the 3 years

•       Peer Coaching programme encouraging collegial support

•       Ongoing classroom support for teachers and SMTs by the project team

•       Sharing of project findings and analysis with schools

2.       Fine-motor Skills

3.       Numeracy

4.       Oral English Communication

5.       Visual Literacy

6.       Emotional Literacy

•       Learners in project schools consistently outperformed control schools

•       Gains across all literacies from Grade R to Grade 1

•       Fewer gains from Grade 1 to Grade 2

•       Oral English measured against Krashen’s 5 stages of 2^nd language acquisition

•       Predicting almost all learners progressing off  Stage 1 by mid-Grade 3

•       A massive opportunity for preparation to learn in English in Grade 4

•       Teachers discovered that digital games can achieve CAPS outcomes

•       Learners’ curiosity sufficiently enabled to trigger self-driven  learning

•       The lowest performing school at the start became the highest achieving

•       Success attributed to levelling of playing fields and supportive environment

•       1:1 ratio is not necessary: group work is beneficial to support learning

•       Teacher training should precede that of learners’ access to technologies

•       Teachers confidently transform pedagogies once confident with technologies

•       Those confident with technology before the project had not imagined the educational potential of using technologies in their classrooms

•       Schools appreciate sharing of diagnostic findings and planning remediation

•       Learning through play with technology can achieve CAPS outcomes

•       Teachers readily transformed their pedagogies when they are achieving CAPS outcomes

•       Attendance improves on days when learners know it is technology day

•       Department of Education to focus on outcomes, not just delivery/coverage

•       Messaging from education departments should link learning through play and different types of games (tech-based or not) with CAPS outcomes

•       Teachers require mediation of CAPS outcomes – if this happens, it can be highly empowering

•       Building learning communities in schools – ‘soft’ factors and relationship factors influence effective ICT integration

•       Teachers attribute disruptive behaviour to poor home backgrounds and the young age of their parent body

•       Foundation Phase is crucial.

Here is the LGP full evaluation report