New media such as smartphones, social media, computers, virtual world, single media, and online games are dominantly used in the modern world. In fact, current education scenario advocates the use of the new media in the teaching and learning processes. The positivity of using new media is limitless but not without risks and challenges. Nevertheless, Islam has outlined that Muslims should uphold knowledge and guidance from truthful sources of knowledge such as the Qur'an and Hadith to prevent them from becoming deviant users of the new media. The main objective of this paper is to present the Islamic perspectives in terms of the benefits, challenges, and moral ethics of using the new media in education and also in the society in general, so that contemporary users of the new media technology have the knowledge which can guide them to embrace the transformation responsibly and humbly.
With the current situation of Covid19 outbreaks and the execution of lockdowns and social restrictions and distancing, people are turning to the use of smart technologies to communicate and perform daily activities. In fact, current education scenario during Covid19 has increased the need to use new media in the teaching and learning processes. In order to be a good user of the new media technology, Muslims must advocate to the principles of upholding knowledge and guidance from truthful sources of knowledge such as the Quran and Hadith to avoid becoming deviant users of the new media. The main objective of this paper is to present the Islamic perspectives in terms of the ethics of using the new media in education during covid19. This concept paper analyses data extracted from referencing secondary sources such as academic journal articles, scholarly books and online newspaper articles to understand new media and the current online distance learning situations taking place during the Covid19 phenomena. These guidelines would contribute towards aiding teachers and students to have an increase of knowledge and awareness towards the usage of new media as tools during the distance learning transformation while facing the hurdles of life-long learning situations during Covid19.
Digital storytelling (DST) could be used as one of the contemporary learning resources for students to increase their participation in the learning of speaking skills. It could also help to broaden students' perspectives towards their potential to become good communicators. Thus, this study aims to (1) examine the use of digital storytelling in the e-Poster Presentation assessment in the learning of English at the preparatory level for diploma studies, and (2) investigate students' perceptions towards this learning approach. About twenty-seven Prediploma students at Universiti Teknologi Mara (UiTM) participated in the study. These students who had a low-proficiency level in the English language, have used the digital storytelling platform to create e-Poster Presentations for their speaking tasks. For data analysis, written entries and short journal entries were analysed to gain insights into students' perceptions of engaging with DST in their e-Poster Presentation projects. Findings showed that the approach of creating digital storytelling videos and conducting e-Poster presentations has helped to improve their speaking performance. It could be said that the students had favourable opinions towards the digital storytelling approach. Consequently, digital storytelling could be utilised to diversify instructional approaches. DST would be a beneficial tool in encouraging low-proficiency students, especially in higher learning institutions, in enhancing their speaking performances in English language classrooms.
This paper aims to highlight recommended lessons for teachers to use social media platforms in the English classrooms. It provides lesson plans for teachers as guidelines to integrate social media platforms in the 21st century classroom, particularly in schools. Generally, there are generation gaps between educators and students in the 21st century classroom. In narrowing the generation gap, this paper provides tips on the characteristics of teachers best suited to teach the 21st century students. Innovative technologies are presented as tools especially on social media platforms such as WhatsApp, Facebook, and Instagram which could be used by English teachers to support language learning process. As these apps are easily available to be downloaded in smart devices, integrating them into classroom lessons is recommended for implementations by the English educators.
Participation in community services amongst university students is essential to the students, the society, and to the university itself. Higher education has a role to expose students to experience learning in conducting community service projects that could nurture students' physical, emotional, intellectual, and spiritual developments. Hence, early exposure for Pre-TESL students to be involved in community services in the teaching environment by conducting English language events with primary school students could be beneficial for their future academic and professional endeavours. Fifty Pre-TESL students from Universiti Teknologi Mara (UiTM) Melaka campus worked collaboratively with the English Clubs in selected primary schools in Alor Gajah vicinity by conducting a one-day English language programme with primary four to six students. This study examined the positive impacts and challenges of carrying out community service programme. Data was collected through the open-ended question survey to get deeper insights into their learning journey. The pedagogical implications of the findings indicated that by conducting community services in the form of carrying out English language activities in primary schools exposed the tertiary students to learn about teamwork, management, leadership, and other specific skills essential for the development and professionalism of future ESL teachers.
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