**Abstract**

Teachers play a significant role in developing writing. They are responsible for teaching the younger generations exposed to technology through various gadgets. This study aims to better integrate technology in teaching writing in the Foundation Phase (FP). The premise for this study is the need to integrate technology in the Foundation Phase in order to attain educational goals. A qualitative case study was conducted that involved semi-structured interviews and the draw and talk/write method to gain in-depth knowledge of integrating technology to develop writing skills. For this study, the cognitive theory of multimedia learning (CTML) and sociocultural theory of learning were used as a theoretical framework. The participants were four Grade 3 teachers and 12 learners from two primary schools. This study indicated the importance of integrating technology in teaching writing, which subsequently led to more positive learning experiences for the FP learners. The study's key finding is that FP teachers are technologically illiterate. As a result, it is suggested that a set of curriculum guidelines based on the interests of this generation of learners be produced to enable teachers and students in successfully integrate teaching and technology in the FP.

**Keywords:** technology, teaching/learning, writing, foundation phase, township school

## **1. Introduction**

The teaching of writing skills is very important in the Foundation Phase (FP) classroom. It emphasizes developing tactics needed by learners to write effectively in a variety of contexts and disciplines. Learners must master this skill in order to free themselves from the shame and shackles of illiteracy. Since writing skill remains the most common form of communication. It is one of the foundation principles in understanding the content. More significantly, writing allows learners to communicate their thoughts and feelings about a topic as well as demonstrate their understanding of certain content needless to say, this is a difficult task for learners, as seen by their writing, which contains numerous grammatical and spelling errors, as well as a lack

of suitable and relevant terminology to communicate their thoughts [1]. Department of Basic Education [2] states that most learners struggle to write. Teachers therefore, provide practical and methodological assistance in engaging learners in clean writing. From the Grade 1 writing class, learners should be confident that their writing is working correctly. Hence, teaching strategies need to be well matched to learners' needs [3]. According to Gadd et al. [4] effective teaching involves understanding and recognizing learners' perspectives and responding to their needs. In the context of this study, the term "need" refers to learners who are technology conscious. As a result, teachers are expected to use a variety of resources, such as films, computers, the classroom, and technology, to enhance writing abilities.

Technology has a remarkable impact on the modern education environment and its positive influences on teaching and learning have been recognized around the globe. Today's technology integration has resulted in inventions that have transformed our societies, affecting people's thinking, working, and living habits [5]. Numerous studies suggest that the use of technology by various user groups is expanding on a daily basis. Gialamas, Kalas et al. [6–8] advocate for the use of technology to aid in the learning and development of young children. Teachers in South Africa (SA) have been asked to incorporate technology into their curriculum. The government has provided technical tools to schools as well as training for teachers on how to use them. The Khanya Project, for example, was launched by the Western Cape Department of Education in 2001 with the goal of "promoting learning and maximizing teachers' capability to employ relevant, accessible, and inexpensive technology throughout curriculum delivery" [9]. In most cases, the Department of Basic Education was also in charge of supplying computers and, more recently, tablets to schools. The primary purpose of delivering tablet computers to schools was to keep learners current with new technology. The focus has changed away from traditional curricula and toward technologyintegrated curricula that support learning and teaching experiences [10]. Therefore, technology must be included in the curricula of schools and other educational institutions that are responsible for training learners to live in "information society" [11].

Zevenbergen [12] points out that today's youth are so tech-savvy that even their toys are considered "high-tech," and that they like e-chatting, computer games, high-tech phones, DVDs, pay television, Mp3, and a variety of other technology. As a result of the global technological boom, young children are now born into a "wired" or "connected" environment that includes the Internet, social media (like Facebook and Twitter), instant messaging (like WhatsApp), and always-on digital devices. The latest advancements in modern toys have caused FP teachers to rethink how they teach writing. Prensky et al. [13] highlights this point by arguing that learners have changed as a result of the introduction and quick spread of digital technology in the later eras of the twentieth century, as well as its progression into the twenty first century. The rapid advancement of information and communication technology (ICT) has resulted in significant changes in the twenty first century [14]. Prensky et al. [15] also refers to the present generation of learners as "digital natives," meaning to those born during or after the introduction of digital technology, and "digital immigrants," referring to those born before this period. According to Prensky et al. [13], two-thirds of the world's population owns a cellphone. Teachers are under pressure to adopt and use technology in their schoolrooms as a result of the growing adoption of technology. Therefore, FP schools must be abreast with the need of the community they serve. In other words, technology teaching is a need for the twenty first century generation. Hence, the study is focusing on the integration of technology in teaching writing in the FP classrooms.

*Technology Integration on Teaching Writing in the Foundation Phase Classrooms in the Eastern… DOI: http://dx.doi.org/10.5772/intechopen.103666*

Nevertheless, some teachers perhaps fall outside the category of digital populaces. Therefore, they must evaluate and align their teaching methods in order to provide more relevant and effective learning experiences for their learners, referred to as the "digital population." As a result, even when teaching writing in the FP, teachers should keep in mind the role of technology in the classroom. This emphasizes the need for teachers to constantly take steps to advance professional development that allows for a lifelong examination of methods to improve writing teachings in the FP. Beers et al. [16] warns that there is no longer a singular approach for teaching children to write and read. As a result, it's vital to investigate the impact of technology innovations on education, particularly how they affect teaching and learning. The rationale for this study is even more pertinent in light of the move to online and blended provision as a result of the COVID-19 pandemic, as it seeks to emphasize the importance of developing technology-assisted teaching while taking into account the diversity and context of the learners' backgrounds. Hence, this study looked at integrating technology in teaching writing in the FP classroom.

The study was guided by the following research question:


### **1.1 Theoretical framework**

The cognitive theory of multimedia learning (CTML) and the sociocultural theory of learning were utilized to assist make sense of the challenges addressed in this study. R.E. Mayer developed the CTML in the late 1990s [17]. It asserts that a person learns and engages more effectively in a learning environment that includes multiple forms of media [17, 18]. It is assumed that when information is provided visually and audibly, the recipient is more likely to respond positively to it [18] and to build a better understanding of it than when only one form of media is employed. It examines how we process information and how our answers are influenced by how we handle that information. To put it another way, cognitive psychology is concerned in what goes on in our heads when input and reaction are linked. It is important because this study has to do with how learning can foster critical thinking that can be applied in real-life situations. Because IsiXhosa learners in the FP lack basic writing abilities, they require direction and support from their teachers in order to complete literacy tasks independently [19]. This theory is relevant to this study because it supports the idea of using a digital platform to create visual graphics, text, and audio recordings to teach FP learners writing skills.

This means that the writing in the FP should include pictures, words, and a textual story when utilizing technology to teach writing. Learners are busy picking and arranging their ideas when they select photos to express their thoughts and create a story about the images' meaning. When learners begin to form links with prior knowledge about a certain topic, such as when studying phonology and phonemes, integration occurs.

In the early 1960s, Lev Vygotsky developed the sociocultural learning theory. It has since been utilized in scholarly discussions about how humans learn from their social environments and the relevance of scaffolding in mental development [20].

The researchers chose this theory because it emphasizes the zone of proximal development (ZPD), information acquisition through social interaction, and scaffolding as a method of learning constructively [21, 22]. The ZPD outlines what learners can achieve with help and what they can do on their own [22]. The researchers propose that similar to how writing is learned through social contact, technology may be used to teach and learn. Scaffolding can be used in conjunction with the ZPD to close the gap between what learners can do with help and what they can do on their own [22]. The researchers believe that most learners are left behind in the ZPD because they have not yet acquired the knowledge and abilities required before moving on to the next level, owing to poor teaching practices.
