The rise of modern technology has a tremendous impact on the lives of children these days until they reach adolescence. If 20 years ago, children spent their time playing outdoor activities, cycling and so on, 21st century children however, are exposed to the use of various technological devices such as televisions, internet, computers, smart phones, and video games. Children spend about eight hours, on average, consuming these technological devices. As a result, their development is influenced by the technological resources present in their lives. This study examines the issue of how the technology impacts the lives of children negatively until they reach adolescence, as they are important assets to the country's future. Thus, the objective of this study is to identify the negative effects of the use of modern technology to the physical development, interaction and social development as well as their academic progress. This study is a literature study, comparative study, and historical analysis. Scientific journals, research reports, and related thesis are the main sources of this study. The findings indicate that the use of modern technology beyond control has negative impacts on the physical and muscular development, interpersonal skills and academic performance. In addition, this study also suggests some guidelines for parents to find the best solution in dealing with the uncontrolled use of technology among their children.
The skills to implement the 21st century pedagogy in teaching become a necessity for Islamic Studies teachers to produce effective Jawi teaching. This study aims to analyse the pedagogical elements of the 21st century in terms of pedagogical skills, knowledge acquisition, student-based learning, cooperative and collaborative learning as well as student-centered learning which have been implemented by the Islamic Studies teachers in Jawi teaching. This study is a quantitative study which used survey design. A five-point Likert scale questionnaire has been used to collect the data and was distributed to 217 Islamic Studies teachers who were selected as the sample of this study. A pilot study was conducted to show the reliability of 0.877 for the whole constructs. This study obtained the highest mean value for the following constructs; pedagogical skills (mean=4.063), knowledge acquisition (mean=3.900), student-based learning (mean=4.174), cooperative and collaborative learning (mean=4.038) and student-centered learning (mean=4.115). The overall mean value for all constructs was 4.875 and this concluded that the level of pedagogical elements of the 21st century by the Islamic Studies teachers in Jawi teaching was high and these elements have been implemented well in Jawi lessons. However, due to the rapid transformation of education in this globalization era, Islamic Studies teachers have to be more progressive in practicing the 21st century pedagogical skills in their teaching to become competent and dynamic educators in the 21st century.
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