**2.1 Barriers of technology integration**

A lack of technological knowledge and skills, as well as technology-supported pedagogical knowledge and skills and technology-related classroom management knowledge and abilities, has been identified as a key barrier to technology integration. Lack of specific technical knowledge and skills is one of the most common reasons given by teachers for not using technology [25, 26]. For example, a lack of knowledge in the use of databases and spreadsheets was reported as a hindrance by more than 10% of primary school teachers in a study of Scottish schools [26]. Snoeyink et al. [25] discovered that teachers' lack of technology integration was due to a lack of computer expertise or skills in their study of one middle-class school in the United States of America. The teachers in their study did not engage their students in any technology-related activities until they had mastered basic skills such as logging onto a network, opening and closing files and applications, and basic word processing. In addition to their lack of technical competence and skills,

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

some teachers lack familiarity with the pedagogy of using technology. According to Hughes et al. [27], teachers must have a foundation of knowledge and abilities in technology-supported pedagogy that they may draw on when planning to integrate technology into their classrooms. Pedagogy that is supported by technology can be divided into three types, according to how it is used: (a) to replace, (b) to amplify, or (c) to transform [27]. When technology is used as alternative, it is used to attain the same educational aim in a different way.

South Africa's failure to overcome the "digital divide" is due to the challenges faced by schools in the country that do not employ ICT to enhance teaching and learning. The digital divide is the difference between people who profit from digital technology and those who do not [28]. The use of ICT in schools to increase learning could help overcome some of the barriers to boosting the efficiency and productivity of both learning and teaching while also closing the digital divide [29]. The challenge for educators is to stay informed about the various types of information available, the technology used to obtain it, and how this knowledge may affect students. Learners must gain ICT skills in order to perform effectively in society as a whole and to contribute to the long-term use of ICTs.

### **2.2 Benefits of teaching writing using technology in the FP classroom**

Incorporating technology into the teaching of writing in the FP classroom is not a quick fix process. Instead, school management should be prepared to assist teachers as they progress through a technology adoption and acquisition process. Infusing technology in teaching writing is one of the various methods that can be used in the FP. Many studies on technology integration in teaching and learning reach the same conclusion: technology plays a significant role in education at all levels [30]. However, while technology has importance as a learning and teaching tool, its full potential in FP contexts has yet to be realized. Despite this, it is only used in a small number of classrooms since it is considered as going against the grain of play-based pedagogy [31] and developmentally appropriateness [32]. Dietze et al. [33] say, on the other hand, that technology should not be considered as a threat to active play, but rather as a tool that may be utilized to improve it. According to the National Institute for Literacy, "young children need opportunities to develop early technology-handling abilities associated with early digital literacy that is equivalent to book-handling abilities associated with early literacy development." Children, on the other hand, are used to using technology in their homes, but this use is rarely duplicated to its full capacity in the FP context. Shams-Abadi et al. [34] backs up the claims, stating that writing in blended learning produces high-quality writing and answers from students.

### **3. Methodology**

The researchers adopted qualitative methods such as a draw and write/talk technique for learners and semi-structured interviews for teachers as data generation methods. Using qualitative research for this study was suitable because it enabled the researchers and participants to gain a deeper understanding of teaching writing using technology in the FP classrooms. FP learners were able to respond to a researcher's question with a drawing by using the draw and write/talk technique. It also allowed participants to provide written responses to their final drawings. To characterize and clarify the image's content before providing a commentary on which the researchers

can base their findings. The participants were taught that the message, not the quality of the drawings, is what matters [35]. Interviews were performed in this study to acquire a better understanding of each teacher's knowledge and experience of teaching writing using technology in the FP class. The data from the interviews were captured and transcribed, and then compared to the data from the draw and write approach. Silverman et al. [36] defined triangulation as the process of comprehending a situation by merging many perspectives.

Data analysis was used to identify and code themes from the raw qualitative data. The data were examined using content analysis. Content analysis is an inductive procedure in which the researcher compares the information gathered [37]. The goal of this form of analysis is to come up with conclusions based on the participants' perceptions, knowledge, attitudes, standards, feelings, and talents [37]. In a memberchecking process, themes were circulated to participants for comments. Triangulation of data collection methods, direct quotes from participants' explanations of their drawings, and interview data were used to establish the research's credibility [38]. The data were analyzed by the researchers in terms of how teachers responded to the interview questions.

The sample comprised a total of four Grade 3 classroom teachers drawn from two primary schools in the township in the Eastern Cape Province. Teachers were all females between the ages of 27–58 whose home language is isiXhosa. The sample of learners consisted of 12 Grade 3 learners. Learners were boys and girls between the ages of 9–11. In reporting the data, teachers were labeled as Tc1–Tc4, and learners were labeled as Lr1–Lr12. The schools were purposefully selected because they were typical township primary schools and were accessible.

The appropriate ethical issues were taken into account. The participants were all made aware that their participation was completely optional. The researchers asked the classroom teachers to locate focus-group participants who were willing to speak with the researchers and had their parents' permission to participate in the study. Because the majority of the participants were children, both the children and their parents signed informed consent forms prior to the intervention. Teachers and learners were both informed about the study's contents, research process, and data protection.

In this study, the researchers documented true findings of the teachers teaching writing skills using technology in the FP.

A two-cycle process was used to generate data for the study. These cycles will be explained shortly below.

### **3.1 Orientation**

Twelve Grade 3 learners were purposively chosen from a homogeneous sample and asked to participate in the experiment. The purpose of the first week was to introduce the participants to the drawing/talk technique. Participants in this session exhibited their artworks separately in a classroom. Each participant was required to write a narrative. The teachers were provided with projectors before the lessons had to take place and taken through the process of teaching using technology.

### **3.2 Cycle 1**

The researchers conducted a desktop study of teaching methodologies for FP English First Additional Language (EFAL) sessions that included teaching writing while *Technology Integration on Teaching Writing in the Foundation Phase Classrooms in the Eastern… DOI: http://dx.doi.org/10.5772/intechopen.103666*

incorporating technology, as well as how to construct these media tools for FP English First Additional Language (EFAL) courses. Teachers were given an action learning set by the researchers to assist them to reflect on their EFAL insights about teaching writing, as well as the teaching practices they believe contribute to the development of writing skills. Participants' thoughts, as well as transcriptions of the action learning sets, were gathered through draw-and-talk interactions between the participants and the researchers. At this point in the data collection process, both the participants and the researchers kept reflective diaries, which helped them chronicle their experiences as they transpired and categorize critical ideas about what happened.

### **3.3 Cycle 2**

The data from cycle one was utilized to outline how instructors could use technology to teach writing in the classroom during this cycle. These remedial action plans were created collaboratively by teachers and researchers. The remedial action plans were then implemented in their classrooms in the following stage. The participants and the researcher both used laptops and projectors. Teachers were encouraged to keep track of the changes in their learners' attitudes toward writing by taking field notes or filming them. The researchers used field notes, films of the participants, and talks to evaluate the plan they wanted to implement to solve the difficulties noted.

### **4. Findings**

The data analysis for this study was given in a descriptive fashion, owing to the qualitative nature of the research. The themes that arose from the data are addressed with data support and then justified with a theoretical grounding. The findings are explained in terms of the two cycles that drove the study's data collection. Cycle one involved identifying the research problem and planning how to overcome the obstacles, while cycle two involved putting the remedial action plan into action and reflecting on the results of our remedial action plans.

### **4.1 Teachers' feelings and attitudes on teaching writing using technology in the FP**

Three out of every four teachers, according to the teachers interviewed, were reared and schooled in a technologically deficient setting. Only one was given the chance to be exposed to a learning environment in which technology is used to educate and learn. The school systems of the other three participants did not allow for the use of digital learning resources. Teachers were concerned about using technology in the classroom, according to the findings of the interviews. As a result, a teacher's lack of past experience with technology-related supplies is a reliable predictor of their attitudes and beliefs regarding using technology in FP. According to the data, technology was not used in the FP classroom. Despite the benefits and relevance of employing technology in the classroom, some teachers have failed to embrace this innovation. Some teachers still make use of chalkboards and only use the provided laptops for administrative work. This argument is encapsulated in the following verbatim quote.

Tc1 said "*the challenge is the lack of gadgets. Even though I have a laptop which was supplied by the department it is difficult to share the prepared lesson with the whole classroom since we do not have projectors and Wi-Fi in the classroom. When I decide to use the laptop, I divide learners into groups so that they can see what I am teaching on the*  *screen of the laptop*". Tc2 stated *"It is very critical for us to be provided with the necessary tools of trade more especially for a big class like mine, as interaction with these learners is a challenge because of larger numbers. Yes of course I cannot run for the fact that technology is good, but we cannot only use technology to teach kids, chalk and board is important*"*.* Tc3 said *"For me, the greatest challenge in using ICT is the lack of knowledge, I struggle a lot to keep up with it. You must know the system very well and be familiar with it to use it effectively. If you do not know the system at all, it's very difficult".* Tc4: "*The challenges involved are so many, for example, maintaining the facility, safety of infrastructure, lack of proper skills on the part of the teacher. I can go on and on".* She further said *"I think maybe the people that have been teaching for a very long time do not always incorporate technology, because they are not comfortable. So, for us, newer teachers embrace and incorporate it into lessons like doing a slide show, using DVDs, and the internet".*

The participants identified several barriers to integrating technology into the FP while teaching writing, including the high cost of procuring equipment, as well as the financial limits associated with educating instructors in technology and maintaining the continuing use of technology. Tc1 expressed her opinion as follows: *"Using computers or the Internet requires planning. It cannot be seen as a distinct plan, but rather as an integral element of the curriculum. Many teachers lack the necessary skills to know how to utilize ICT, which increases the cost load on a school because it is pointless to have the technology if the teachers are unable to use it. As a result, teachers are required to attend training sessions on how to use technology. This, I believe, is one of the primary reasons why schools do not spend money on equipment."* The teachers are one of the main reasons why technology is not being adopted more widely. The success of introducing technology when it is accessible is determined by the teacher's attitude. *"It's about teacher attitude once again,"* Tc2 remarked. *Also, a desire to incorporate technology into the classroom." "You have to have the training, you have to have a laptop, you have to know how to use it,"* Tc3 explained, *"which is a method that the department is trying to support teachers in terms of their workload, planning, and that kind of thing, but it's taking a long time."* Furthermore, the participants noted that pricey electronic equipment in the school is vulnerable due to high crime rates and widespread theft.

Apart from the above participants indicated the influence of planning using a laptop since given by the government. Tc4 said in the current report, *"Yes, having my own laptop influenced me to use technology. It would have been dreadful if I hadn't had it. I gained confidence by using my laptop at home, and the researchers made sure I knew how to do everything."* To this end, three teachers stated that instead of wasting time duplicating notes on a chalkboard, they prepared lessons on their laptops at home and taught using projectors. According to the findings, younger generation instructors who have been qualified in recent years have a more open attitude toward the usage of technology and the necessity to include technology training in their professional development plan. Teaching writing using technology was a challenge to teachers. Although the department of education provided them with computers, data revealed that they were only using it for planning. Only one teacher was using technology due to previous experience.

### **4.2 Teachers' experience of teaching writing using technology**

Their opinions toward the use of technology appear to be tied to their teaching experience. Teachers with more teaching experience were reluctant in the integration of technology in teaching writing in the FP. However, after interventions, all four

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

teachers agreed to pilot this project. They all agreed that the use of technology helped them to improve teaching writing in the FP. The findings indicated that teachers' perceptions changed. Tc1 indicated *"Kids learn more when they have technology because it is colorful and they can see and is related to their daily lives of technology. Their writing skill has developed".*

The second respondent concurs with the fact that technology integration is a welcome idea; it makes lesson delivery more interesting and enjoyable, especially for learners in the FP classroom. Tc2: *It is very good. The kids like it, they are immediately interested. It is more interesting than books, although it helps, it should not take the place of traditional teaching and teachers must not discard the method of teaching with the textbooks totally.* Tc3 respondent "*apart from making lessons more enjoyable for learners; technology also makes the teacher's work easier, but there is the possibility that it may replace the textbook in the nearest future".* Tc4 further commented, *"instead of preparing notes on a notebook which wasted a lot of time, I prepare my lessons at home with my laptop*". The teachers agreed that technology is good and because learners are familiar with it since they have these facilities at home, they tend to pay more attention in class. Tc4 said "*I think infusing technology provides teachers with different options to present their lessons when teaching the learners*. Furthermore, the majority of teachers thought that the use of technology gave several opportunities for successful teaching, and that aided teaching improves learning.

### **4.3 Learners' experience of learning writing skills using technology**

Data obtained from learners through the write/talk technique also showed that technology in teaching writing enabled the learners to be more active and engaging in the lesson prepared by the teachers.

Hereunder is the evidence of learners writing paragraphs exercise. *Paragraph writing*

The **Figures 1**–**5** below indicate the learners' writing skill development after cycle 2 of writing using technology. The data indicated a huge improvement in learners' writing from the three different classes.

*Drawings of learners*

**Figure 1.** *Drawing by Lr2.*

**Figure 2.** *Drawing by Lr3.*

**Figure 3.** *Drawing by Lr5.*

**Figure 4.** *Drawing by Lr9.*

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

**Figure 5.** *Drawing by Lr11.*
