The aim of these projects was to look at different models of delivering ICT-based learning in the fields of Maths and Science, targeted at improving the content knowledge of learners in Grades 8 and 9, and in Grades 10 and 11.

The key feature of the LearnThings offering, i.e. having an ICT product that allows for learners to do self-paced learning blended with face-to-face tuition, was not adequately tested in 2011 due to implementation issues. In 2012, the combination of fewer than planned hours on the ICT content, drop-out of learners and poor attendance of learners again led to a situation where the efficacy of this learning method could not be tested in the project schools; these factors prevented the programme from working as well as it could have. Anecdotal evidence, however, suggests that learners could gain benefits from the programme itself if implementation issues were resolved.

Project 3 iPower2/NovaNet focused on self-paced ICT learning without a face-to-face tuition component. It was found that the self-paced afternoon sessions provided learners with the confidence to learn independently, although the evaluation indicates that some form of monitoring or management of learning was needed. While learners found the content helpful for revision purposes, there were some concerns from educators regarding CAPS alignment and lack of South African terminology. Overall, the poor attendance by learners shows that the required level of dosage was not obtained by learners at the end of September 2012.

In 2012 the iPower2/NovaNet project introduced the Integrated School Programme to include all Grade 8 and 9 learners within the school, with content covered aligned to the school curriculum. Teachers were to accompany their learners and provide Maths content support to learners; to this end, teacher training on the NovaNet programme was provided. However, teacher training was not implemented as planned, and the integration of ICT learning and classroom learning did not happen. There were also various factors that impeded the proposed cross-fertilisation between the NovaNet programme and the classroom maths learning schedule.

Due to limited implementation of both programmes during 2012, the evaluation process was re-directed to focus on identifying lessons learnt to inform planning and development of similar interventions. This process included high-level stakeholder interviews to highlight these lessons and any solutions found. The implementation of various iterations of two different projects in a variety of different schools over a period of three years provided opportunities for learning around the topics of targeting, implementation arrangements, communication, project management, technical implementation and learning management. The value of the projects lies in creating greater awareness and readiness to use ICTs in future projects through capturing these lessons.