Gaborone International School is continuing its long-term investment in modern education through the introduction of new computers and tablets aimed at improving the learning experience for students across the campus. The latest technology upgrade forms part of the school’s broader commitment to ensuring that both teaching and learning remain aligned with the demands of a rapidly changing digital world. Over the years, the institution has consistently expanded and improved its technology infrastructure to support students from Pre-Primary through to High School level. With ten dedicated computer laboratories already operating across the campus, GIS has built a reputation for offering one of the strongest educational technology environments in the region. The addition of new computers for High School learners and tablets for Primary School students reflects the school’s continued focus on equipping students with the tools needed to thrive in modern classrooms and future careers.
The school believes that maintaining high-quality technology facilities requires continuous adaptation because digital innovation moves quickly and educational needs continue evolving. Technology that was considered advanced only a few years ago may no longer meet the standards required for effective learning today. GIS says the latest investment is designed to improve classroom efficiency, strengthen curriculum delivery, and provide students with practical digital skills that are increasingly important in higher education and professional environments. The upgraded devices will also support more collaborative learning methods and help teachers introduce interactive teaching approaches that encourage deeper student participation. By staying ahead of technological developments, the school hopes to create a learning environment that prepares students to succeed in an increasingly digital and interconnected society.
According to Hannelie Raubenheimer, the latest investment demonstrates the school’s commitment to future-focused education and continuous improvement. She explained that GIS has always prioritised strong learning environments and access to leading educational facilities, but acknowledged that technology changes at a pace that requires constant upgrading. Raubenheimer said a computer laboratory that may have been regarded as excellent four years ago may no longer provide students with the level of functionality and capability they now require. She stressed the importance of evolving alongside global technological developments to ensure students remain equipped with the skills, confidence, and adaptability needed for the future. Her comments highlight the school’s understanding that technology is no longer simply an additional resource in education, but a central part of how students learn, communicate, and engage with the world around them.
Raubenheimer also noted that technology is transforming the quality of learning taking place inside classrooms through more immersive and interactive educational experiences. She pointed to the use of virtual reality and innovative digital platforms such as Advlearn as examples of how GIS is expanding student engagement. These tools allow learners to interact with concepts in more practical and meaningful ways, helping students understand subjects beyond traditional textbook learning. According to the school, the introduction of immersive learning experiences has already contributed to stronger levels of participation, confidence, and academic engagement among students. Teachers are increasingly able to create dynamic lessons that appeal to different learning styles while helping students become more active participants in their own education. The use of interactive platforms is also helping students build familiarity with digital systems that are widely used in modern academic and professional settings.
Thomas Ramakgoakgoa explained that the upgraded technology will further strengthen both teaching quality and student outcomes within the High School division. He said modern technology plays a critical role in preparing students for higher education and the workplace because it enables learners to work more efficiently and collaborate more effectively. Ramakgoakgoa added that immersive technologies have already shown positive results in improving concentration, motivation, and overall academic performance among students. Within the Cambridge learning environment offered at GIS, he emphasised that students must move beyond memorising information and instead learn how to apply knowledge, analyse problems, and communicate ideas clearly. The new systems and upgraded facilities are expected to provide teachers with stronger tools to support this style of learning while giving students better opportunities to think critically, solve problems creatively, and engage with practical learning experiences. His comments reflect the growing role technology now plays in developing skills that extend beyond the classroom.
At Primary School level, the introduction of tablets is intended to enrich classroom learning through more engaging and interactive educational methods. GIS says the devices will support foundational literacy and numeracy development while encouraging curiosity, creativity, and digital confidence from an early age. The school believes younger learners benefit significantly from visual and hands-on learning experiences because these methods help strengthen understanding and retention of key concepts. Tablets will also allow teachers to personalise lessons more effectively by adapting learning activities to suit the needs and pace of individual students. By integrating technology into everyday classroom activities, GIS hopes to create an environment where students become comfortable using digital tools while still developing strong academic foundations. The school views this balance as essential for preparing children for future educational demands.
Lisedi Phuti said the integration of tablets is helping teachers create more engaging and meaningful learning experiences for students. She explained that interactive technology makes lessons more accessible and exciting for younger learners by allowing them to explore concepts in a visual and hands-on way. According to Phuti, this approach supports deeper understanding and stronger retention of information while encouraging students to participate more actively during lessons. She also highlighted measurable academic improvements linked to the use of technology-based learning methods. GIS has already seen improvements in international benchmarking through MAP testing results for reading after implementing Guided Readers in Standards 1 to 3. These outcomes suggest that carefully integrated educational technology can support stronger academic performance while also helping students become more confident and motivated learners.
The latest investment by GIS is not simply about following technology trends or introducing new devices into classrooms for the sake of modernisation. Instead, the school says the focus remains on building upon an already strong educational foundation while continuously improving the quality of teaching and learning across the campus. By upgrading facilities and expanding access to modern learning tools, GIS aims to create an environment where both students and teachers are empowered to succeed in an increasingly digital society. The school’s leadership believes that digital fluency, adaptability, collaboration, and critical thinking are now essential skills for future success in both higher education and the workplace. Through ongoing investment in technology infrastructure and innovative teaching methods, GIS is positioning itself as a forward-thinking institution committed to preparing students for the demands and opportunities of the future.
