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However, as a result, this might create pedagogic implications to a practitioner.
In the 21st century, technology has been encouraged to be used throughout the learning activities in the classroom (Eristi et al, 2012). Throughout the 21st century, there has been an extensive use of technology. This is particularly true with the manner in which technology has been introduced to the classrooms and is still developing further. Hence, many of the learners in today’s society, including those in primary years are involved in using technology of some sort, whether inside or outside the classroom.
Most of the technologies that have been implemented in the classrooms include projectors, smart white boards and Ipads as well. Thus, as with the implementation of these technologies, it is vital that students’ learning process deal with technology. According to the Board of Studies Syllabus, (2012), it is a key component. Through an objective A, ‘communicate through speaking, listening, reading, writing, viewing and representing’ the outcomes in the classrooms do indicate the use of technology. This is seen through outcomes, ENe-3A, EN1-3A, EN2-3A, EN3-3A, (Board of Studies, 2012). Most importantly is that, as the learners are involved in technology, they get to create texts for different reasons and audiences. For instance, learners may use their computers at home to compose a text as a message to a friend on a blog. However, while in the classroom, the learner may use the classroom computer to write a story or even analyse literary texts found online.
Thus, while at home, the learner creates a text using technology for different purposes and different audiences, whereas in the classroom, the audience is the teacher who is expected to read the story and award marks based on the performance of the student. At home the audience is a friend whom the child probably is chatting with. When children experience the learning required of them or
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