The Attitudes of Islamic Education Teachers Towards the Use of Social Media in Teaching and Learning

Alharbi, Badr A.

doi:10.5539/ies.v12n11p154

Cited by 7 publications

(7 citation statements)

References 6 publications

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“…For this reason, it is expected that teachers attribute meaning to social media based on their experiences in daily life rather than using them for educational purposes. According to the research results of studies by Al-Harbi (2019) and Mansour (2015), teachers used social media for personal purposes rather than teaching activities. The studies in the literature showed that, rather than for educational purposes, social media was generally used for reasons such as selfexpression; personal enjoyment and passing the time; following current agendas; conducting research; communication; sharing photos and videos; shopping; socializing; playing games; making friends and exchanging information (Acun, Yücel, Belenkuyu & Keleş, 2017;Baz, 2018;Park & Kaye, 2019;Salzman, 2019;Tejedor, Carniel-Bugs & Laque, 2019;Van Erkel & Van Aelst, 2020).…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Teachers' Experiences Regarding the Use of Social Media for Educational Purposes

Aydoğmuş¹,

Tut²,

Karadağ³

2023

IJPES

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The purpose of this study is to reveal the meanings teachers attach to social media and their experiences regarding the use of it for educational purposes. A qualitative research design and phenomenological approach were adopted in the study. The participants were formed using criterion and snowball sampling methods and consisted of six teachers working in different branches in primary and secondary schools. The data obtained was analysed using the content analysis method. The results revealed that teachers used social media for personal and professional development. Teachers considered the educational content on social media sufficient, beneficial, and useful. Furthermore, social media is an alternative and supportive mechanism that can overcome shortcomings in resources. The use of social media for education by teachers had a positive impact on students. This research provides teachers who want to address and engage with the students of the twenty-first century and other stakeholders in education with striking examples of how social media can be used effectively for educational purposes in practice. The study also categorized teachers' experiences.

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Section: Conclusion and Discussionmentioning

confidence: 99%

Teachers' Experiences Regarding the Use of Social Media for Educational Purposes

Aydoğmuş¹,

Tut²,

Karadağ³

2023

IJPES

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“…Based on the initial mapping regarding articles included in the inclusion criteria, it can be identified that research trends on sustainable Islamic education in 2019 focus on the use of social media in learning Islamic education (Al-Harbi, 2019) . Through social media, Islamic education teachers can provide useful educational content, enable teachers to share educational resources, conduct virtual classes, and provide easy access to relevant Islamic values.…”

Section: Continuing Islamic Education In Realizing Quality Education ...mentioning

confidence: 99%

Sustainable Islamic Education: Literature Study Towards Achieving the Vision of Sustainable Development Goals (SDGs)

Khoiriyah,

Asror,

Ruzakki

et al. 2023

J. Pendidik. Islam Indones

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Sustainable Islamic education has an important urgency in realizing the vision of the Sustainable Development Goals (SDGs). This study uses the Systematic Literature Review (SLR) method to explore important concepts in continuing Islamic education that are relevant to the SDGs. The results of the study show that a contextual learning approach is key in increasing students' understanding of religious values and their application in everyday life according to their social and cultural context. In addition, the use of technology in Islamic learning has a significant role in expanding access to learning resources and increasing the interactivity between teachers and students. Adequate teacher competence in the fields of science and pedagogy is also a crucial factor in producing quality Islamic education. Competent teachers are able to provide teaching that is effective, in-depth, and relevant to the needs of students. Assessments tailored to students' needs and contexts help teachers monitor student progress holistically and provide constructive feedback to improve learning. Finally, good institutional management involves clear policies, optimizing resources, and creating a conducive learning environment. Overall, sustainable Islamic education that integrates the concept of contextual, technology-based learning, adequate teacher competencies, assessments according to needs, and good institutional management plays an important role in realizing quality education in accordance with the vision of the SDGs.

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“…Digital tools, virtual model, classroom teaching, science practical activities, can be obtained through the help of different visual tools. Among all learning of people, about 90% of learning is contributed by visual perception whereas the way of 8% and 2% of information to brain is ears and other sense organs, respectively (Karki, 2020). Existing situation of Information & Communication Technology (ICT) Development in Nepal, reported by (Sharma & Kim, 2016), Nepal is ranked 165th with a score of 0.234 in the e-government development index (United Nations, 2014).…”

Section: Introductionmentioning

confidence: 99%

Effects of Digital Resources in Science Teaching and Learning in Secondary Schools: A Study in Siraha District

Yadav

2023

Orchid Acad. Siraha

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The availability of digital resources has increased dramatically in school setting. The main objective of the study is to find out the use of digital resources in the science classrooms and its pedagogical impact on school-level science teaching and learning. The study followed descriptive design. For the study, 12 secondary (community-6, institutional-6) among 17 secondary schools that run Class 11 and 12 in science stream were randomly selected. All science teacher including lab instructors were the participants of the study. Observation forms and questionnaires were used as research tool. Percentage and Spearman’s correlation test were performed by using SPSS version 20. The results showed that digital resources were generally available in the classrooms but were not widely used. Furthermore, the science teachers who had excellent knowledge regarding digital resources and abilities had better performance than those with less knowledge and skill regarding digital resources as they work less aware of pedagogical implications of digital resources. Science teaching impacts were found to be significantly influenced by teachers’ age, experience, information communication and technology certifications, and teaching strategies. In the end, it was discovered that competencies of digital resources directly improved science teaching and learning results, enabling a paradigm shift away from conventional teaching techniques.

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The Attitudes of Islamic Education Teachers Towards the Use of Social Media in Teaching and Learning

Cited by 7 publications

References 6 publications

Teachers' Experiences Regarding the Use of Social Media for Educational Purposes

Teachers' Experiences Regarding the Use of Social Media for Educational Purposes

Sustainable Islamic Education: Literature Study Towards Achieving the Vision of Sustainable Development Goals (SDGs)

Effects of Digital Resources in Science Teaching and Learning in Secondary Schools: A Study in Siraha District

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