Therefore, as technology becomes more common, so does the learning process and capability of students become stronger. Majority of students have some sort of technology at home, hence, technology in the classroom may help the learner get some more knowledge and skills necessary for their learning process. In today’s society and classroom, multimodal electronic texts have been created, hence, going beyond creating paper-based written texts. What counts as writing today was different from the last century. Multimodal electronic texts such as webpages and wikis are perceived as writing, hence, a new form of literacy.
Therefore, through multimodality, it is clear that children may learn more as they make meaning through the different modalities they encounter. For instance, when children draw a car, they write on it and signify noises of an engine and they move the drawing as if it is a real car driving (Hill, 2010). Hence, with the expansion of technology, there have been a lot of collaborations between electronics and multimodal texts. A good case scenario that has been noted or indicated is that, through research, learning, including activities that require sensory organs, in which students can be engaged in, will result to a learning that is meaningful and stable (Eristi, 2012).
Therefore, it is clear that multimodal electronic texts require the children to use more than one sensory organ as multimodal electronic texts include, writing, often sound and images. Hence, the child will learn and make more meaning from their work and also be engaged in performing some activity than being idle. Therefore, as the children are learning and making meaning of the changes brought about by technology, electronic texts that are multimodal are regarded as writing as the world revolves around technology. Writing has always been around, however, in the 21st century there is more writing done by human beings (Yancey, 2009).
The reason for this is that, due to the extensive use of technology, people are always writing, whether it is through traditional or contemporary modes. Throughout history way before all the 21st century technologies were used, there was an extensive use of traditional writing with a pencil or pen. The insights of writing in the 21st century involves the concept that ‘writers are everywhere’ as is seen through sites such as MySpace, Facebook, and other social networking sites (Yancey, 2009).
A study has shown that towards the end of the twentieth century the amount of people that went to community groups declined (Yancey, 2009).
Hill, S. (2010) The Millennium Generation: Teacher-researchers exploring new forms of literacy. Journal of Early Childhood Literacy, v. 10, no. 3, 314-340.
Winch, G., Johnston, R., March, P., Ljundahl, L. & Holliday, M (2010). Literacy: Reading, writing and children’s literature (4thed.) Melbourne: Oxford University Press. (Chap 22 Teaching writing in the classroom pp 423 – 458).
Yancey, K. (2009). Writing in the 21st Century. Urbana, IL.: National Council of Teachers of English. Accessed at http://www.ncte.org
Zammit, K. (2010). New Learning Environments Framework: Integrating multi-literacies into the curriculum. Pedagogies: An International Journal, 5(4), 325-337.
Eristi, S. Duygu., Kurt, A., Askim. Dindar, M. (2012). Teachers Views about Effective Use of Technology in Classrooms. v.3 (2), 30-41.
NSW Board of Studies (2012) NSW Syllabus for the Australian Curriculum: English K-10 syllabus. Sydney: Author. Accessed at http://syllabus.bos.nsw.edu.au/