**5. Discussion of findings**

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

Feelings and attitudes about teaching writing with technology are characterized in this study as informal training that affected teachers' willingness to adopt and use technology for teaching writing in the FP. To fulfill the demand of living in the twenty first century, new information and abilities are necessary, and our teachers and students will be asked to learn in creative ways. In view of the foregoing, the Action Plan for 2019 [2] emphasizes the importance of well-designed government initiatives to address the digital gap in South Africa by taking charge of technological advancement. On the other hand, this policy structure does not serve the FP and, worse, does not explain the pedagogical components of employing technology in teaching and learning. Nyambane et al. [14] say that "when technology is used, content and pedagogy, the two core aspects of teaching and learning, must be integrated." As a result, role players must recognize that employing a given technology can change how learners grasp concepts in that content area in order to deliver the required sustenance for choosing the real technology as well as the associated information for the technology. This suggests that teachers need to be taught in using technology to teach writing in the FP.

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

When applied effectively, the data showed that technology can help pedagogy. When it came to teaching writing while incorporating technology in the FP classroom, participants highlighted several ideas and techniques. It is widely acknowledged that FP learners differ from previous generations, and as a result, the manner they are taught should be different as well. Despite the fact that these learners have a unique learning style that needs a child-centered, play-based curriculum, technology can help in the construction of a plan that is accessible and flexible outside of the classroom. Teachers were unanimous in their assessment of the platform's effectiveness in the FP classroom. Teachers also felt that technology is useful in a variety of ways, particularly in assisting learners in learning to write in an enjoyable, dynamic, and meaningful way. In addition, our findings are consistent with many studies on infusing technology in teaching and learning which agree that technology has a vital role to play in teaching at all levels [30]. Moreover, findings indicated that one area

where technology integration has the potential to increase learners learning is in the area of teaching writing. Shams-Abadi et al. [34] back up the claims, stating that writing in blended learning produces good writing and reactions from students.

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

The findings revealed that learners were enthusiastic about using technology to improve their writing skills. Affectively, the learners expressed a desire to use technology because of its novelty, novelty, and appeal. Learning to write with technology was easy and uncomplicated for the learners, and it encouraged them to write. The overall learner experience of learners was excellent, learners confirmed that technology helped them to learn better about the writing. Much research [30, 33, 34] have come to similar conclusions. In this study, the participants had access to a smartphone and a computer or laptop at home, as well as a positive attitude toward technology use. Prensky et al. [15] 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. This conclusion applies to all language learning situations, both national and international, and allows teachers to better address the requirements of their own learners, especially when learners come from a variety of educational backgrounds and have varying technological skills.

## **6. Conclusion**

This study is significant because it paves the way for a technology-based pedagogical investigation of teaching writing in the FP. Today's learners are socialized in a fundamentally different way than earlier generations because we now all live in a "wired" and connected global information society. The impact of technology at the dawn of the information era was largely focused on information access or transmission, but it should now be extended to encompass how teachers teach (i.e., pedagogy) and how learners learn. It is necessary to integrate technology with knowledge content.

## **7. Recommendations**

This study's recommendations are made from the top-down manner. Starting with the suggestion that the government provides technological assistance to FP teachers. Following that, it is proposed that FP teachers adjust the way they organize their classes in order to respond to the benefits of technology-assisted instruction. Finally, it is advocated that FP learners have access to the most appropriate technology-based information. Therefore, it is advised that schools provide the essential infrastructure for our young learners to take advantage of technology instruments for learning. Because technology allows for the adaptation of classroom procedures as well as the ability to teach and learn in exciting, new ways, its proper deployment still requires assistance. It is, therefore, suggested that a set of recommendations for an emergent curriculum centered on the interests of this generation of learners be produced to aid teachers and learners in successfully integrating teaching and technology in the FP. Teachers' attitudes about technology must be modified, and teachers must have the proper training in how to use technology to teach writing in the FP. Any policy governing the use of technology in the classroom must be simple to understand.

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