Integrating Social Media in the Curriculum to Promote Positive Thinking for Youth to Prevent Extremist Thoughts in the Digital Era
Professor Dr. Mohamed Ally Center of Distance Education Researcher, Technology Enhanced Knowledge Research Institute Athabasca University Canada mohameda@athabascau.ca
Dr. Ahmed Aboulez Advisor of Unit of Creating e-Courses Deanship of e-Learning and Distance Education Islamic University Saudi Arabia aaboulez1@gmail.com
Submitted Research to
Conference of the Regulations for Using Social Media Networks in Islam
November 22-23, 2016
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Integrating Social Media in the Curriculum to Promote Positive Thinking for Youth to Prevent Extremist Thoughts in the Digital Era Professor Dr. Mohamed Ally
Dr. Ahmed Aboulez
Center of Distance Education Researcher, Technology Enhanced Knowledge Research Institute Athabasca University
Advisor of Unit of Creating e-Courses Deanship of e-Learning and Distance Education Islamic University
Canada
aaboulez1@gmail.com
Saudi Arabia
mohameda@athabascau.ca
Abstract Social media is playing a vital role in shaping youth’s thoughts. Therefore, this study was interested in incorporating social media into the curriculum to promote positive thinking for youth to prevent extremist thoughts. It used the descriptive method and quasi-experimental method to construct the tools of this study, which represented in: (i) a social media for positive lifelong learning competencies’ profile chart, (ii) a flowchart of powerful positive thinking techniques, (iii) a framework of integrating social media in curriculum to promote positive thinking to prevent extremist thoughts, and (iv) social media survey in Arabic and English. Students were randomly selected to complete the social media survey. A total of 293 students from all colleges of the Islamic University completed the survey. Data analysis using t-test and one-way ANOVA revealed significant differences at level 0.01 between means of scores of students of the Islamic University in the social media survey. There are significant differences at level 0.01 between means of scores of students of each college of the Islamic University in the social media survey. However, there are no significant differences at level 0.01 between means of scores of students of the Islamic University in the social media survey and their nationality. Also, there are no significant differences at level 0.01 between the mean scores of students of the Islamic University in the social media survey and their ages. These results show the urgent need to integrate social media in college curriculum to engage youth to promote their positive thinking to be good citizenships and protect them and their communities from extremist thoughts. Based on the results of this study, it recommended to integrate social media into the curriculum to promote positive thinking for youth, and prepare them to challenge extremism and the ideology of terrorism and effectively refute those who encouraging extremist thoughts.
Keywords: integrating social media in curriculum, positive thinking, extremist thought.
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دمج وسائل التواصل االجتماعي في المناهج لتعزيز التفكير اإليجابي لدى الشباب لمنع التطرف الفكري في العصر الرقمي د .أحمد أبو العز
أ.د .محمد علي
مركز التّعليم عن بعد جامعة أثاباسكا كندا
عمادة التّعلّم اإللكرتوين والتّعليم عن بعد اجلامعة اإلسالميّة المملكة العربية السعودية
mohameda@athabascau.ca
aaboulez1@gmail.com
الملخص دورا حيويًّا في تشكيل فكر الشباب؛ لذا اهتمت هذه الدراسة بدمج وسائل تلعب وسائل التواصل االجتماعي ً التواصل االجتماعي في المناهج لتشجيع الشباب على التفكير اإليجابي لمنع التطرف الفكري ،واستخدمت
المنهج الوصفي والمنهج شبه التجريبي في بناء أدوات الدراسة ،والتي تمثلت في )1( :الخريطة االنسيابية لكفاءات وسائل التواصل االجتماعي للتعلم اإليجابي مدى الحياة )2( ،الخريطة االنسيابية سأساليب التفكير اإليجابي )3( ،إطار دمج وسائل التواصل االجتماعي في المنهج لتشجيع التفكير اإليجابي لدى الشباب لمنع التطرف الفكري ،و ( )4استبانة وسائل التواصل االجتماعي باللغتين العربية واإلنجليزية ،ومن خالل تطبيق هذه االستبانة عشوائيًّا على ( )293طالبًا من كليات الجامعة اإلسالمية المختلفة ،وباستخدام اختبار "ت" وأسلوب
التحليل اإلحصائي اسأحادي One-way ANOVAتوصلت الدراسة إلى وجود فروق ذات داللة إحصائية عند مستوى داللة .0.1بين متوسطات درجات طالب الجامعة اإلسالمية في استبانة وسائل التواصل االجتماعي، ووجود فروق ذات داللة إحصائية عند مستوى داللة .0.1بين متوسطات درجات طالب كل كلية من كليات الجامعة اإلسالمية في هذه االستبانة ،وعدم وجود فروق ذات داللة إحصائية عند مستوى داللة .0.1بين متوسطات درجات طالب الجامعة اإلسالمية في هذه االستبانة وجنسياتهم ،ووجود فروق ذات داللة إحصائية عند مستوى داللة .0.1بين متوسطات درجات طالب الجامعة اإلسالمية في هذه االستبانة وأعمارهم ،وفي ووء هذه النتائج فقد أوصت الدراسة بكيفية دمج وسائل التواصل االجتماعي في المناهج لتشجيع التفكير اإليجابي لدى الشباب ،وإعدادهم لمواجهة تحديات التطرف والفكر اإلرهابي ودحض أولئك المروجين للفكر المتطرف. الكلمات المفتاحية :دمج وسائل التواصل االجتماعي في المناهج ،التفكير اإليجابي ،التطرف الفكري.
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Introduction Social media is the use of electronic tools to access social networking sites to share information, collaborate on tasks, and build relationships. With social media, student can view and post information from anywhere and at anytime. Social media is used heavily in the Arab countries. According to the Arab Social Media Report (2013), 87% of Arabs use Facebook and 84% use WhatsUp. Saudi Arabia has the highest number of downloads of videos with 285 million videos viewed everyday and this number is growing (Arab Social Media Report, 2013). The youths between the ages of 15 – 29 continue to increase social media growth in the Arab world with the majority using Facebook, Twitter and LinkedIn. Twitter is heavily used in Saudi Arabia which has the world’s highest penetration of microblog (The Economist, 2014). Sixty-five percent of Arab users are active users of social media in the evening or night. This indicates that youths are using social media out of school. The use of social media is increasing at a fast rate. As of June 2013, 77% of youths in the Arab countries have used social media (Arab Social Media Report, 2015). Teachers must develop learning activities for students to complete after school. Example of activities include group work, problem-based learning, developing E-portfolio, peer-tutoring, chatting with academic experts, etc. Social media is here to stay and its use is growing exponentially in the Arab world. The 21st century is a networked century where there will be increasing networking between people around the world. The social media use by youths should be developed in a responsible way to allow them to function in the networked 21 st century. This paper will present results of a research study that was conducted in Saudi Arabia on youths’ use of social media in education and how the curriculum can be developed to educate youths on how to make positive use of social media for the betterment of society. According to connectivism, learning occurs in a network environment where what one learns is dependent on the relationship they have with others including the teacher, other students, experts in the field, society, etc (Ally & Khan, 2015; Ally, Tsinakos, 2014). According to Siemens (2004), connectivist theory is for the digital age, where individuals learn and work in a networked environment. With the increasing use of social media, most of what students learn will be from the networked society. Learners will connect to a network to share and find new information, modify their thoughts based on the new information and then connect to a network to share these new discoveries and find new material (Shemberger & Wright, 2014). Use of social media encourages learner-centered education by allowing students to access information and complete activities related to the learning outcomes specified in the curriculum (Casey & Wells, 2015). Social media can be addictive for youths who use social media on a constant basis. This could result in youths not attending school, not completing school work, and missing prayers. The curriculum should teach students to use social media responsibly so that they are not addicted to social media. Excessive use of social media could result in loneliness since youths are interacting with people virtually for extended period of time (Mallia, Gorg , 2014). The lack of face to face interaction can decrease people skills which could negatively affect youths when they join the workforce. Also, use of social media for non-work tasks in the workplace could affect work performance. Youths tend to share personal information readily on social media without thinking of the consequences. Youths should be made aware that there is no such thing as privacy when using social media. The curriculum must educate youths on privacy and what information is okay to share. The general rule that should be communicated to youths is to assume that there is no privacy when using social media. The rapid growth in the use of social media is a major challenge for countries since they cannot keep up with the increasing use of social media by youths. At the same time, there is no border
5 on the use of social media which makes it very difficult to have policies for individual countries. Youths today, especially those who have free time, spend a significant amount of time using social media. Recent statistics indicate that 27% of citizens in Arab countries spend more than one hour per day on social media. It is also interesting to note that 65% of Arab citizens use social media in the evening and night. Because youths can access information from anywhere, they can access inappropriate materials that will impact they cultures. This may change the youths’ behavior since at their age there are malleable and they tend to conform easily. In some cultures the native language is being lost or downgraded since youths are mixing foreign language with their native language. The curriculum should teach students how to keep their foreign language pure when using social media. Countries must develop their education systems to educate the youths how to use social media constructively and positively to benefit the youths and society. With the current events around the world today, there has to be a sense of urgency to get youths to the use social media constructively and positively. A recent study (Arab Social Media Report, 2015) surveyed over 7,000 users in 18 Arab countries on the use of social media. The findings showed that chatting is the most frequent activity by users in the Arab world. The issue is who are the Arab youths chatting with and are the parents aware of who is on the other side. In chat sessions youths may not be aware of who they are interacting with. The person on the other side may not be genuine and they could be a hidden agenda by the person on the other side to influence and change youths behavior. The youths do not have the experience to judge whether the information provided by the person on the other side is genuine or whether that person is being truthful. Youths have to be educated on the proper use of social media and how not to be influenced by others in a negative way. The curriculum must include learning materials and activities to educate youths on how to use social media positively and ethically. At the same time, parents should be informed to monitor youths’ use of social media. As a result, the curriculum must be designed to teach the youths about the proper and ethical use of social media. Social media should be used inside and outside the classroom for learning. This requires that teachers be trained on how to use social media as a teaching tool so that students can use social media positively and ethically. A recent survey found that 48% of teachers surveyed in Saudi Arabia use social media in the classroom (Arab Social Media Report, 2013). This alarming figure places an urgency to train teachers on how to use social media for learning purpose in the classroom (Callens, 2014). Rather than banning the use of social media positively in schools, the curriculum should include activities for students to complete so that they use social media positively to learn.
Problem Statement Youths today use social media to share information and interact with their peers. Also, extremists are using social media to reach youths to change their behavior. This study will provide practical ideas on how to educate and encourage youths to use social media positively for the betterment of themselves and society. Educators, instructors, curriculum designers and developers, and social media designers can use the ideas and best practices in this paper to promote positive thinking for youth and prepare them to challenge extremism and the ideology of terrorism and effectively refute those who encouraging extremist thoughts.
Research Questions This is study will spot the lights to answer these questions:
6 1. How can integrate social media in the curriculum to promote positive thinking for youth to prevent extremist thoughts? 2. What are the positive lifelong learning’s competences for youth via the super powerful impacts of social media? 3. How can education develop the brain of youth for powerful positive thinking skills for the challenges of globalization of the digital era? 4. How can students of the Islamic University use social media in their daily life for positive thinking?
Objectives of the Research: The research had five main objectives: 1. Integrate social media in the curriculum to promote positive thinking for youth to prevent extremist thoughts. 2. Construct a social media for positive lifelong learning competences’ profile chart. 3. Build a flowchart of powerful components of positive thinking skills for youth. 4. Design a framework of integrating social media in curriculum to promote positive thinking to prevent extremist thoughts. 5. Determine daily life uses of social media for youth.
Hypotheses: Hypothesis (1): There are significant differences at the 0.01 level between means of scores of students of the Islamic University in the social media survey. Hypothesis (2): There are significant differences at the 0.01 level between means of scores of students of each college of the Islamic University in the social media survey. Hypothesis (3): There are significant differences at the 0.01 level between means of scores of students of the Islamic University in the social media survey and their nationality. Hypothesis (4): There are significant differences at the 0.01 level between means of scores of students of the Islamic University in the social media survey and their ages.
Terminology: Social media: are applications and websites that allow users to create and share information or to participate in social networking. Examples of Social Media include Facebook, Twitter, WhatsUp, Skype, etc.) (Ally, Mohamed, & Aboulez, Ahmed).
Positive Thinking: is the process of creating thoughts that create and transform energy into reality. A positive mind waits for happiness, health and a happy ending in any situation (leading personality, March 15, 2013).
Extremist Thought: is more than simply stubbornness in one’s views or general intolerance of others. It involves holding views which are considered by equals, peers and society as being beyond collective norms and at odds with core beliefs of the whole. Extremism can relate to a number of different subjects from gender relations to politics, and does not necessarily result in violence. (Bonnell, Joe, et.al. May 11, 2010).
Literature Review
7 This is study categorized the literatures into three categories: A. Literatures on integrating social media into curriculum. B. Literatures on promoting positive thinking for youth through social media. C. Literatures on preventing extremist thought for youth via integrating of social media into curriculum.
A. Literatures on integrating social media into curriculum: (McHaney, Roger, et.al, 2015) agreed with (Shim, Dekleva, Guo, & Mittleman, 2011) in the important role of the social media in the society and in business operations, tactics, and strategies. Approaches to marketing, customer behaviors, decision-making, and numerous other areas have been significantly impacted; therefore, it is important to consider social media’s impact in a variety of ways. (McHaney, Roger, et.al2015) has integrated social media via college curriculum of business at school of business at Kansas University. But (Allen, Kimberly, & Nelson, Dede December, 2013) showed that youth today are using web-based technologies and social media at record rates. A reported 95% of teens use the Internet and most with "always on" connections that allow them access to web-based technologies at any point in their day. How teens use technology is ever changing, but what is steadfast is the need for adults to be involved in all facets of youths' lives, including the web. There is also a need for professionals who work with youth and their families to understand and utilize technology. This case study discusses the theoretical underpinnings, process, and results of an online course for youth development professionals, and specifically describes a web-based instructional activity involving the use of social media. Results show that although few students entered with strong technology skills, they left with new abilities and strong attitudes about the importance of using social media in their professional roles. While (Blaschke, Lisa M., November 10, 2014) explored the role of social media in promoting cognitive and meta-cognitive learner development while using a heutagogical teaching and learning approach. Research was conducted using questionnaires and interviews and incorporated the perspectives of both students and instructors on the use of social media in the online classroom and how media influenced interaction and learner development. Results indicate that students perceived specific social media (Google Docs, mind mapping and e-portfolio software) in conjunction with a unique learning activity as influencing specific cognitive and meta-cognitive skills (constructing new knowledge, reflecting on course content, understanding individual learning process). Research also indicated an increase in student familiarity with using social media and student research skills. (Scialdone, Michael, May, 2014) showed students are increasingly expecting social media to be a component of their educational experiences both outside and inside of the classroom. The research questions: (1) How does the use of social media in blended learning courses impact students’ educational experience? (2) How does the use of social media in online courses impact students’ educational experience? (3) How do\ speciKic\ features of social media impact student experiences inside the physical classroom? (4) How do speciKic features of social media impact student experiences outside of the physical classroom? The current study agree with all of these studies in the integration of social media into the curriculum with all respect life skills but it followed the quantitative and qualitative methods through using the quasi-experimental design to integrate social media into the college curriculum to promote positive thinking for youth around the world to prevent extremely thoughts. While social media applications create new opportunities for teachers and students, there are potential issues to address before mixing youth with technology that could potentially put them at risk (Brooks, Sarah, Feb., 2014).
8 B. Literatures on promoting positive thinking for youth through integrating social media into curriculum. The purpose of (Dotterweich, Jutta, 2015) developing the positive youth 101 curriculum aims to provide an orientation to the youth development approach for professionals new to the field of youth work. While maintaining core concepts of positive Youth development that were promoted by the NYS Advancing Youth Development (AYD) curricula, this training includes new activities, resources, and research findings. (Blair, Risa, & Serafini, Tina, 2014) was interested to incorporate social learning into the class to engage students to effective learning and promote their positive thinking through engaging students and meets learning objectives the way students want to learn. By reviewing social media networks: Facebook, Pinterest, Instagram, Blogs, Twitter, and Evernote, educators can position themselves to be as technology-savvy as today’s students. In other hands (Burton, Diana, Jan., 2015) prepared ‘citizenship’ or ‘citizenship education’ (CE) into English schools, so that citizens learn about democratic political processes, perhaps as a means of instilling commitment to their nation? Is it a form of training in society’s values, and cultural ethos? Is it an opportunity for community involvement and endeavour? Is it about learning how to be a good or active citizen? These questions persist. This study seeks to address them by exploring teachers’ experiences of teaching citizenship in secondary schools in the North West of England. So the current study focused on how to integrate social media into curriculum to promote positive thinking for youth.
C. Literatures on preventing extremely thought for youth via integrating of social media into curriculum. (Public Health, September 2014) this documents, commissioned by Public Health England, and written by the UCL Institute of Health Equity, address the role of schools in building children and young people’s resilience and capabilities. It provide a summary of evidence about the effect of resilience on health, the unequal distribution of resilience and its contribution to levels of health inequalities. The review outlines the potential actions that can be taken in schools in order to build resilience for all children and young people and reduce inequalities in resilience. Throughout, a social determinants approach to resilience is taken. Children and young people’s individual characteristics are seen as shaped by, and related to, inequities in power, money and resources, and the conditions in which they are born, grow, live, and in which they will work and age. Family and community resilience are highly significant and similarly shaped by wider social and economic factors. (Perry, Valery, October 6, 2015) Democratization Policy Council the participants discussed the need for better primary, secondary and higher education in the region; the need to give more space for critical thinking; and the need to provide counter-narratives in current affairs and history. The varying roles of formal and non-formal educational efforts were also examined. There appeared to be consensus that better education is a necessary but not a sufficient condition to counter extremist outreach and recruitment, and that politics often gets in the way of common-sense education reform in many countries and the role of civil society in the prevention and fight against violent extremism was also a major topic of discussion, and it went in two main directions. One focused on the role of moderate religious leaders, and how to engage them more effectively to convey counter-narratives to populations and specific individuals at risk. The other was prompted by an interesting presentation on the success ISIS has had in its own outreach, and its stunningly successful use of social media among other mobilizing tools. The presentation did not offer new data, but did take the conversation in an interesting direction. Therefor this the current study focused on how to integrate social media into curriculum to promote positive thinking for youth to prevent extremely thought.
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Methods Sample of Research: The sample consists of 293 students who were selected randomly from the students of all colleges of the Islamic University as shown in figure 1. The number of students from each college was close ranging from 45 to 53.
No. of students for each college No. of Students
54 52 50 48 46 44 42 40 1سلسلة
Shareeah Daawah 50
48
Quran
Hadeeth
Arabic
47
50
45
Institute of Arabic 53
Figure 1. Distribution of the sample of the study of students of colleges of Islamic University
Nationlity of students sample
No. of Studnts
120 100 80 60 40 20 0 1سلسلة
Arabia 43
African 101
Asian 80
European 31
American Australian 23 15
Figure 2. Distribution of the nationality of students’ sample
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Ages of students of the sample
No. of Students
200 150 100 50 0
under 18 years 1سلسلة 30
18 – 21 years 199
22 – 25 years 64
26 – 29 years 0
over 29 years 0
Figure 3. Distribution of the ages of students’ sample
Tools: The tools of the study and the instruments were as follows. 1. Social media for positive lifelong learning competences’ profile chart. 2. Flowchart of powerful positive thinking skills for youth. 3. Framework of integrating social media in curriculum to promote positive thinking to prevent extremist thoughts. 4. Social Media Survey in English for native English students speakers. 5. Social Media Survey in Arabic for native Arabic students speakers.
The following procedures were used to develop and validate the tools and instruments. A. Social media for positive lifelong learning competencies’ profile chart: 1. Survey of some literatures related to social media for positive lifelong learning. 2. Conduct a task analysis of social media for positive lifelong learning competencies. 3. Design the social media for positive lifelong learning competencies’ profile chart in a primary form. 4. Review the social media for positive lifelong learning competencies’ profile chart with some specialists and modified in a final form.
B. Flowchart of powerful positive thinking skills for youth: 1. Survey some literatures related to promoting positive thinking of youth. 2. Collect the schema of powerful positive thinking skills for youth. 3. Design the flowchart of powerful positive thinking skills for youth in a primary form.
Appendix (1).
11 4. Review the flowchart of powerful positive thinking skills for youth chart from some specialists and modified in a final form.
C. Framework of integrating social media in curriculum to promote positive thinking to prevent extremist thoughts: 1. Survey some literatures related to integrating social media in curriculum. 2. Survey some literatures related to promoting positive thinking to youth. 3. Survey some literatures related to preventing youth extremist thoughts. 4. From steps 1, 2, and 3 design the framework of integrating social media in curriculum to promote positive thinking to prevent extremist thoughts in a primary form. 5. Review the framework of integrating social media in curriculum to promote positive thinking to prevent extremist thoughts with some specialists and modified in a final form.
D. Social Media Survey for native English students speakers: 1. Survey some literatures related to social media surveys. 2. Construct the social media survey in English consisting of 22 items in a primary form. 3. Review the social media survey in English with some specialists and modified in a final form.
E. Social Media Survey for native Arabic students speakers: 1. Translating the English social media survey to Arabic version consisting of 22 items in a primary form. 2. Review the social media in Arabic with some specialists and modified in a final form.
Procedure 1. A total of 293 students were randomly from the students of all colleges of the Islamic University. 2. The social media survey in English was administered with the native English students speakers. 3. The social media survey in Arabic was administered with the native Arabic students speakers. 4. The reliability and validity of the social media survey was determined using SPSS. The reliability and validity coefficients as shown in table (2) Table 1 Reliability and validity of social media survey N 293
No. of Items 21
Cronbach’s Alpha 0.745
Validity 0.8631
From looking to the table 1 it shows reliability of Cronbach's Alpha was 0.745. It means the stability of this survey is high and acceptable. It shows also the validity of the survey is 0.8631. This value is high and shows the validity high and acceptable.
Appendix (2). Appendix (3). Appendix (4). Appendix (5).
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Findings and Discussions 1. No. of social network sites’ students used as a member.
No. of social media's students used 120
No. of students
100 80 60 40 20 0 1سلسلة
None 107
1 to 2 86
3 to 5 64
6 to 8 20
Over 8 16
Figure 4. No. of social network sites’ students used as a member Figure 4 indicates that 107 students never used social network sites. This means they need awareness about the important of social media in education. They need some training how to use social media to learn, promote positive thinking, and prevent extremely thought.
2. The popular social network sites students are a member of.
Popular social network sites stuents used
No. of students
100 80 60 40 20 0 1سلسلة
None 87
Facebook 99
Twitter 80
Whatsup 17
Skype 10
Youtub 0
Others 0
Figure 5. Popular social network students used Figure 5 indicates that 87 students never used social network sites, 99 students used facebook, 80 students used twitter, 17 students used whatsup, 10 students used skype, and non used youtube. There is defect of the awareness in the 4E’s (Effectiveness, Efficient, Engagement, and Enrichment) of social
13 media into the powerful college curriculum to promote positive thinking for youth to prevent extremely thought.
3. No. of years that students used social networking sites.
No. of years that stuents used social network
No. of students
100 80 60 40 20 0 1سلسلة
Less than a year 94
1-2 years
3-4 years
5-6 years
5-6 years
93
66
24
16
Figure 6. No. of years that students used social network Figure 6 indicates that 94 students used social network sites for less than a year, 93 students used it for one to couple of years, 66 students for 3 to 4 years, 24 students for 5 to 6 years, and 16 students for 5 to 6 years. This imply for no significant of using of social media. This may reflex the traditional teaching that focus just on irrelevant knowledge to the lifelong learning. There is urgent need to give students and faculty members hands-on experience on advance skills of using social media to enrich their teaching and learning.
4. Daily time average, that students spent on social networking sites.
No. of students
No. of hours/day stuents spent social network 90 80 70 60 50 40 30 20 10 0 1سلسلة
Less than 1 hour 86
1-2 hours
3-4 hours
5-6 hours
Over 6 hours
82
63
29
33
Figure 7. No. of hours per day students spent on social network
14 Figure 7 indicates that 86 students spent less than one hour per day, 82 students used for one to two hours/day, 63 students used for three to four hours/day, 29 students used for five to six hours/day, and 33 students used over six hours/day.
5. No of friends on the Social Networking sites.
No. of friends on the social network
No. of students
90 80 70 60 50 40 30 20 10 0 1سلسلة
Less than 25 89
25-50 46
51-75 55
76-100 55
Over 100 48
Figure 8. No. of friends on social network Figure 8 indicates that 89 students have less than 25 friends, 46 students have 25-50 friends, 55 students have 51-75 friends, 55 students have 76-100 friends, and 48 students have over 100 friends. This shows these students needs some practical training to how to select good friends in his majors and how to know and discover fake, spam, and bad people on social media to avoid them to prevent extremist thought.
6. Reasons of using social networking sites.
Reasons of Using social media 120
Stuents No.
100 80 60 40 20 0 1سلسلة
No answers 6
Chatting 101
Fun 85
sharing 77
Education 19
Figure 9. Reasons of using social network
Others 5
15 Figure 9 indicates that 6 students no answers, 101 students for chatting, 85 students for fun, 77 students for sharing, 19 students for education, and 7 students for other reasons. This means there is no specific goals for youth for using social network sites. Unfortunately, about 6.48% of the students’ sample used it for education. This shows the vital responsibility for reshaping our curriculum to include the use of social media network to promote positive thinking for youth to prevent the extremist thought.
7. Bad experience (bullying, offensive comments, threatening emails, etc.) using Social Networking sites.
No. of bad experience on the social networking sites
No. of students
250 200 150 100 50 0 1سلسلة
No 81
Yes 212
Figure 10. No. of bad experience on the social networking sites Figure 10 indicates that 81 students had no bad experience, and 212 students about 72.35% had bad experience (bullying, offensive comments, threatening emails, etc.) using social networking sites. As a result, the curriculum must be designed to teach the youths about the proper and ethical use of social media.
8. Using social networking to learn in and out of school.
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No. of students
Using of the social networking sites in and out school 300 250 200 150 100 50 0 1سلسلة
No 286
Yes 7
Figure 11. Using social network in and out school Figure 11 indicates that 286 students about 97.61% did not use social networking sites in and out school. As a result, social media should be used inside and outside the classroom for learning. This requires that teachers be trained on how to use social media as a teaching tool so that students can use social media positively and ethically.
9 Using social media in the free time.
Using of the social networking the free time
No. of students
200 150 100 50 0 1سلسلة
No 115
Yes 178
Figure 12. Using social network in the free time Figure 12 indicates that 115 students about 39.24% did not use social networking sites in their free time and 178 students about 60.75% As a result, the curriculum must be designed to teach the youths about the proper and ethical use of social media in their spare time.
10. Receiving rumor, fake, or false information from social networking sites.
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No. of students
Receiving rumor, fake, or false information from Social Networking sites 250 200 150 100 50 0 1سلسلة
No answer 19
No 25
Yes 249
Figure 13. Receiving rumor from network in the free time Figure (13) indicates that 249 students (about 84.98%) received fake, or false information from social networking sites Rumors spread so it is risk for youth and community. So the curriculum must be designed to educate the brain of youths to prevent spreading rumors. Teach them the policy and regulations of using social media.
11. Social media is very important for learning.
Social media is important
No. of students
140 120 100 80 60 40 20 0
Strongly Disagree 1سلسلة 76
Disagree
Neutral
Agree
31
17
32
Strongly Agree 137
Figure 14. Social media is important Figure 14 indicates that 137 students (about46.75%) strongly agree the importance of using social media in education. This suggests that the use of social media should be implemented in education with proper training for teachers.
12. I will use social media in school if the teacher encourages its use.
18
No. of students
I will use social media in school 160 140 120 100 80 60 40 20 0 1سلسلة
Strongly Disagree 82
Disagree
Neutral
Agree
6
1
46
Strongly Agree 158
Figure 15. I will use social media in school if the teacher encourages its use Figure 15 indicates 53.92% Strongly agree to use social media in school if their teachers encourage them.
13. Share personal information when using social media. share personal information when using social media
No. of students
150 100 50 0 1سلسلة
Strongly Disagree 107
Disagree
Neutral
Agree
68
59
33
Strongly Agree 26
Figure 16. Share personal information when using social media Figure (16) indicates that 107 students (about 36.51%) strongly disagree to share their personal and private information because the illegal uses on social media from unethical and irresponsible people.
14. You feel social pressure from others to participate in social media.
19 You feel social pressure from others to participate in social media
No. of students
100 80 60 40 20 0 1سلسلة
Strongly Disagree 84
Disagree
Neutral
Agree
95
41
30
Strongly Agree 43
Figure 17. You feel social pressure from others to participate in social media Figure 17 indicates that 43 students (about 14.67%) and 84 students (about 28.66%) strongly disagree that they feel social pressure from others to participate in social media.
15. Sharing information on social networking sites without thinking about privacy issues. sharing information on social networking sites without thinking about privacy issues 140
No. of students
120 100 80 60 40 20 0 1سلسلة
Strongly Disagree 65
Disagree
Neutral
Agree
41
20
36
Strongly Agree 131
Figure 18. Sharing information on social network without thinking about privacy issues Figure 18 indicates that 131 students (about 44.70%) strongly agree and 65 students (about 22.18%) strongly disagree to share information on social networking sites without thinking about privacy issues
16. Feeling left out if you are not involved in social networking.
20 Feeling left out if you are not involved in social networking
No. of students
120 100 80 60 40 20 0
Strongly Disagree 96
1سلسلة
Disagree
Neutral
Agree
53
14
22
Strongly Agree 108
Figure 19. feeling left out if you are not involved in social networking Figure 19 indicates that 108 students (about 36.86%) strongly agree and 96 students (about 32.76%) strongly disagree to feel left out if they are not involved in social networking.
17. Looking to see social media used in the school curriculum to help students learn.
No. of students
Looking to see social media used in the school curriculum to help students learn 90 80 70 60 50 40 30 20 10 0 1سلسلة
Strongly Disagree 87
Disagree
Neutral
Agree
70
37
22
Strongly Agree 77
Figure 20. looking to see social media used in the school curriculum to help students learn Figure 20 indicates that 77 students (about 26.27%) strongly agree to imply social media in the college curriculum and 87 students (about 29.69%) strongly disagree this means they need training to be familiar and awareness of the role of social media in the class.
18. How Social Media can be used to promote positive thinking in youths.
21 How social media can be used to promote positive thinking in youths
No. of students
200 150 100 50 0
no answer 31
1سلسلة
Open mind 171
Elastic Thinking 64
Othrs 27
Figure 21. how social media can be used to promote positive thinking in youths Figure 21 indicates that 171 students (about 58.36) wrote students should be flexible an open mind.
19. How social media can be integrated in the curriculum in schools to promote positive thinking and the ethical use of Social Media? How Social Media can be integrated in the curriculum in schools to promote positive thinking and the ethical use of Social Media?
No. of students
200 150 100 50 0 1سلسلة
no answer 51
Reshape goals 162
reshape content 54
Othrs 26
Figure 22. how social media can be integrated in the curriculum in schools to promote positive thinking and the ethical use of Social Media? Figure 22 indicates that 51 students (about 17.40%) no answers and 162 students (about 55.29%) wrote to set and reshape a smart goals of using social media in curriculum.
20. t-test to compare between means of scores of Students at the survey.
22 Table (2)
Differences between means of scores of students in the social media survey using t-test Item of social media survey Total
N 293
df 292
mean 45.32
SD 012.565
Mean difference 45.317
t 61.735
Sig. 0.01
Data analysis using t-test shows t= 61.735 is significant at the 0.01 level so the study accepted the hypothesis 1, which stated “There are significant differences at the 0.01 level between means of scores of students of the Islamic University in the social media survey”. This shows the agreement of the students of the Islamic University of the important to integrate social media in the curriculum to promote positive thinking to prevent extremist thoughts.
21. One-way ANVOA to compare Differences between means and colleges. Table 3 One-way ANVOA of Differences between means of scores of students of each college Item of social media survey Total
Between Groups Within Groups Total
Sum of squares 1999.781 44101.701 46101.481
df 5 287 292
Mean square
F
Sig
399.956 153.664
2.603
0.025
One-way analysis of variance reveal F= 2.603 which is not significant at the 0.01 level so the study rejected the hypothesis 2, which stated “There are significant differences at the 0.01 level between means of scores of students of each college of the Islamic University in the social media survey”. May be this depended on the type of study of each college. Students at the Islamic university need more awareness of the important of incorporate social media in curriculum to promote positive thinking to prevent extremist thoughts.
22. One-way ANVOA to compare Differences between means and nationality: Table 4 One-way ANVOA of Differences between means of scores of students and nationality Item of social media survey Total
Sum of squares Between Groups Within Groups Total
195.719 45905.762
df 5 287 292
46101.481
Mean square 39.144 159.950
F
Sig
0.245
0.942
One-way analysis of variance reveals F= 0.245 which is not significant at level 0.01 so the study rejected hypothesis 3, which stated “There are significant differences at the 0.01 level between means of scores of students of the Islamic University in the social media survey and their nationality”. This shows the agreement of all the nationality of students at the Islamic University for the important of incorporate social media in curriculum to promote positive thinking to prevent extremist thoughts.
23. One-way ANVOA to compare Differences between means and age: Table 5 One-way ANVOA of Differences between means of scores of students and age Item of social media survey Total
Sum of squares Between Groups Within Groups
7823.801 38277.680
df 2 290 292
Mean square 3911.900 131.992
F
Sig
29.637
.000
23 Total
46101.481
From reading the data of table 5, F= 29.637 is significant at level 0.01 so the study accepted the hypothesis 4, which stated “There are significant differences at the 0.01 level between means of scores of students of the Islamic University in the social media survey and their ages�. This shows the agreement of all the ages of students at the Islamic University for the important of incorporate social media in curriculum to promote positive thinking to prevent extremist thoughts. Table 6 Scheffe for multiple comparisons between groups of ages Dependent variable (I)age (J) age Mean Difference (I-J) Total Under 18 18 to 21 -16.886* 22 to 25 -17.4678* 18 to 21 Under 18 16.886* 22 to 25 -0.580 22 to 25 Under 18 17.467* 22 to 25 0.580 * The mean difference is significant at the 0.01 level
Std. Error 2.250 2.542 2.250 1.651 2.542 1.651
Sig. 0.000 0.000 0.000 0.940 0.000 0.940
Conclusion According to the results of current study, it is important to plan a new vision of the future of integrating social media into curriculum to study anything, anytime, and anywhere to expand youths brains to be smarter, effective, productive to promote their positive thinking to empower them with some excellent soft skills for the life, such as, Honesty, Dedication, Flexibility, Hard working, Team working, Leadership Qualities, Willing to take initiative, Willing to learn & unlearn, Technical knowledge, etc, Willing for additional responsibilities to the promote positive thinking for youth, and prepare them to challenge extremism and the ideology of terrorism and effectively refute those who encouraging extremist thoughts. So the smart education system can solve youth problems by preparing them for the 21st century labor market and provide them with hands-on experiences on that employers require. These important skills are (i) Critical Thinking and Problems Solving (ii) Information Technology Application (iii) Teamwork/Collaboration (iv) Creativity/Innovation and (v) Diversity. The competency profile flowcharts in Appendices 1 and 2 was developed based on the results of this study. The competency profile flowcharts will help educators to integrate social media in the curriculum to promote positive thinking in students when they use social media.
Recommendations In the light of finding, the study recommended: 1. Integrating social media in the curriculum from kindergarten to college to promote positive thinking for youth to prevent extremist thoughts. 2. Providing training programs to the students how to use social media in their classes. 3. Providing training programs to the youth how to use social media to promote positive thinking for youth to prevent extremist thoughts. 4. Providing training programs to the teachers how to use social media in their classes.
24 5. Providing training programs to the teachers how to use social media to promote positive thinking for youth to prevent extremist thoughts. 6. Developing awareness of the community on how to use social media to promote positive thinking for youth to prevent extremist thoughts. 7. Constructing summer campuses to train children, teenagers, youth, parents, teachers, and curriculum developers to promote positive thinking, and use social media to prevent extremist thoughts.
References Allen, Kimberly, & Nelson, Dede (December, 2013). A Case Study on Integrating Social Media in an Online Graduate Youth Development Course. MERLOT Journal of Online Learning and Teaching, Vol. 9, No. 4. Retrieved December, 1, 2015 from http://jolt.merlot.org/vol9no4/allen_1213.pdf Ally, M. & Khan, B. (2015). International Handbook of E-learning: Practice and Implementation. Routledge Pub., New York. Ally, M. & Tsinakos, A. (2014). Increasing Access Through Mobile Learning. Commonwealth of Learning, Vancouver, Canada. Ally, M. (2008). Foundations of Educational Theory for Online Learning. In T. Anderson (ed.), Theory and Practice of Online Learning (2nd Edition). Athabasca: Athabasca University Press, pp. 15-44. Arab Social Media Report (2015). Arab Social Media Influencers Summit, 2015. Arab Social Media Report (2013). Transforming Education in the Arab World: Breaking Barriers in the Age of Social Learning. Dubai School of Government, June 2013. Blair, Risa, & Serafini, Tina, (2014). Integration of Education: Using Social Media Networks to Engage Students. Systemics, Cybernetics an Informatics, v. 12, n.6, pp 28-31. Blaschke, Lisa, M. (November 10, 2014). Using Social Media to Engage and Develop the Online Learner in Self-Determined Learning. Research in Learning Technology, The Journal of the Association for Learning Technology (ALT). Retrieved December 1st, 2015 from http://www.researchinlearningtechnology.net/index.php/rlt/article/view/21635 Bonnell, Joe, Copestake, Phil, Kerr, David, Passy, Passy, Reed, Chris, Salter, Rachel, Sarwar, Sarwar, and Sheikh, Sanah, (May 11, 2010).Teaching Approaches that Help to Build Resilience to Extremism among Young People. Research Report DFE-RR119, UK Government, Department for Children, Schools and Families (DCSF), Department for Education. (DFE) Retrieved December 1, 2015 from. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/197225/DFE -RR120.pdf Brooks, Sarah, (Feb., 2014). How to Protect Students While Integrating Social Media in Classroom Instruction and Assignments. EmergingEdTech, Inspiring Educators - Engaging Students – Improving outcomes. Retrieved December 6, 2015 from http://www.emergingedtech.com/2014/02/how-to-protect-students-while-integrating-socialmedia-in-classroom-instruction-and-assignments/ Burton, Diana, & May, Stephanie (Jan., 2015). Citizenship Education in Secondary Schools in England. Educationalfutures, v.7(1). Retrieved December 6, 2015 from http://educationstudies.org.uk/wp-content/uploads/2015/01/Burton-and-May.pdf Callens, M.V. (2014). Using Bloom’s Taxonomy to Teach Course Content and Improve Social Media Literacy. Journal of Interdisciplinary Studies in Education, Vol.3, No. 1, p. 17-25.
25 Casey, G. & Wells, M. (2015). Remixing to Design learning: Social Media and Peer-to-Peer Interaction. Journal of Learning Design, Vol. 8 No. , p. 38-54. Dotterweich, Jutta, (2015). Positive Youth Development 101: A Curriculum for Youth Work Professionals. Retrieved December 2 2015 from http://www.actforyouth.net/resources/pyd/pyd_pyd101curriculum.pdf Healthier & Happier (2009). 100 Positive-Thinking Exercises That Will Make Any Patient. Retrieved November 29, 2015 from http://www.rncentral.com/nursinglibrary/careplans/100_positive_thinking_exercises_to_incorporate_into_your_life/ Leading Personality, (March 15, 2013). What is Positive Thinking?. Retrieved November 29, 2015 from https://leadingpersonality.wordpress.com/2013/03/15/what-is-positive-thinking/ Mallia, Gorg , (2014). The Social Classroom: Integrating Social Network Use in Education. (Advances in Educational Technologies and Instructional Design), (Aetid) 1st Edition, an imprint by IGI Global, USA, ISSN: 2326-8905; eISSN: 2326-8913. McFarland, L.A. & Ployhart, R.E. (2015). Social Media: A Contextual Framework to Guide Research and Practice. Journal of Applied Psychology, v100, n6, 1653–1677. McHaney, Roger, Warkentin, Merrill, Sachs, David, Pope, Michael, B., & Ormond Dustin (2015). Teaching Social Shim, J.P., Dekleva, S., Guo, C., & Mittleman, D. (2011) Twitter, Google, iPhone/iPad, and Facebook (TGIF) and smart technology environments: How Well Do Educators Communicate with Students via TGIF? Communications of AIS, v29, n35, 657–672. Perry, Valery (October 6, 2015). Thoughts from a Conference on Violent Extremism. Democratization Policy Council (DPC). “A Global Initiative to Promote Accountability in Western Democratization Policy”. Retrieved December 6, 2015 from http://www.democratizationpolicy.org/thoughts-from-a-conference-on-violent-extremism Public Health, (September 2014). Local Action on Health Inequalities: Building Children and Young People’s Resilience in Schools. Health equity briefing 2: (September 2014), UCL Institute of Health Equity. Retrieved December, 1, 2015 from http://www.instituteofhealthequity.org/projects/building-children-and-young-peoplesresilience-in-schools Siemens, G. (2004). A Learning Theory for the Digital Age. Retrieved November 20, 2015 from http://www.elearnspace.org/Articles/connectivism.htm Media in Business. Journal of Information Technology Education: Innovations in Practice, 14, 39-62. Retrieved December, 1, 2015 from http://www.jite.org/documents/Vol14/JITEv14IIPp039062McHaney0945.pdf Scialdone, Michael, (May, 2014). Understanding The Use and Impact of Social Media Features on The Educational Experiences of Higher-Education Students in Blended and DistanceLearning Environments. Dissertations, Syracuse University. Retrieved December, 6, 2015 from http://surface.syr.edu/cgi/viewcontent.cgi?article=1102&context=etd Shemberger, M. & Wright, L. (2014). Exploring the Use of Social Media as a Digital Study Guide. Journal of Interdisciplinary Studies in Education, Vol. 3, No. 1, p. 60-75. The Economist (2014). Social Media in Saudi Arabia: A Virtual Revolution. September 13, 2014.
Appendix 1. Social Media for Positive LifeLong Learning Competencies’ Profile Chart Tasks
Sub-Tasks A.3. Functions of language.
A.4. Oral and writing communication in a various situations.
A.5. Positive attitude towards communication in the mother tongue.
A.6. Awareness of using language in a positive and socially responsible manner.
B.2. Cultural aspect and variability of languages.
B.3. Ability understand spoken messages.
B.4. Learn languages informally as part of lifelong learning.
B.5. Positive attitude towards involves the appreciation of cultural diversity.
B.6. Interest and curiosity in languages and intercultural communication.
C.1. Ability to apply mathematical thinking to solve problems in everyday situations.
C.2. Impact of science and technology on the natural world.
C.3. Communicate in mathematical language.
C.4. Ability to use and handle technological tools and machines.
C.5. Positive attitude in mathematics is based on respect of truth and willingness.
C.6. Interest in ethical issues, safety, and sustainability, in scientific and technological progress to oneself, family, community and global issues.
D. Digital competence.
D.1. Understanding of the nature, and role of Information Society Technology (IST) in everyday contexts: in personal and social life as well as at work.
D.2. Individuals should be able use IST to support ethics, critical thinking, creativity, and innovation.
D.3. Ability to search, collect and process information and use it in a critical and systematic way.
D.4 Use tools to produce, present and understand complex information and the ability to access, search and use Internet-based services.
D.5. Critical and reflective attitude towards available information and a responsible use of the interactive media.
D.6. An interest in engaging in communities and networks for cultural, social and/or professional purposes.
E. Learning learn.
E.1. Knowledge of the competencies, skills and qualifications required for particular work or career goals.
E.2. Understanding his/her preferred learning strategies strengths and weaknesses of his/her skills and qualifications.
E.3. Acquisition of the fundamental basic skills such as literacy, numeracy and ICT skills that are necessary for further learning.
E.4. Access, process assimilate knowledge skills.
E.6. Desire to apply prior learning and life experiences and curiosity to look for opportunities to learn and apply learning in a variety of life contexts.
F.2. Understanding
F. Social and civic competences.
F.1. It is equally important to be aware of basic concepts relating to individuals, groups, work organizations, gender equality and nondiscrimination, society and culture.
F.3. Ability to communicate constructively in different environments, to show tolerance, express and understand different viewpoints, to negotiate with the ability to create confidence, and to feel empathy.
F.4. Coping with stress and frustration and expressing them in a constructive way and should also distinguish between the personal and professional spheres.
E.5. Motivation and confidence to pursue and succeed at learning throughout one’s F.5. Positive attitude of collaboration, assertiveness and integrity. throughout one’s
G. Sense of initiative and entrepreneurship.
G.1. Identify available opportunities for personal, professional and/or business activities.
G.2. Awareness of the ethical position of enterprises, for example through fair trade or through social enterprise.
G.3. Ability to plan, organize, manage, lead and delegate, analyze, communicate, debrief, evaluate and record.
G.4. Ability to judge and identify one’s strengths and weaknesses, and to assess and take risks when warranted, is essential.
H.1. Awareness of local, national and global cultural heritage.\
H.2. Understand the cultural and linguistic diversity in other regions of the world.
H.3. Cultural expression develops of creative skills, which can be transferred to a variety of professional contexts.
A. Communication in the mother tongue.
A.1. Knowledge of vocabulary.
A.2. Functional grammar.
B. Communication in foreign languages.
B.1. Knowledge of societal conventions.
C. Mathematical competence in science and technology.
H. Cultural awareness and expression.
to
the multi-cultural and socioeconomic dimensions of global societies.
to
gain, and new and
G.5. Entrepreneurial attitude is characterized by initiative, pro-activity, independence, and innovation in personal and social life, as much as at work.
throughout H.4. Ability to relate one’s own creative and expressive points of view to the opinions of others and to identify and realize the social and economic
benefits.
F.6. Interest in socio-economic developments and intercultural communication and should value diversity and respect others, and be prepared both to overcome prejudices and to compromise.
G.6. Motivation and determination to meet objectives, whether personal goals, or aims held in common with others,
one’s
H.5. Positive attitude towards and respect for diversity of cultural expression.
H.6. positive attitude also covers creativity, and the willingness to cultivate aesthetic capacity through artistic selfexpression and participation in cultural life.
26
27 Appendix 2. Flowchart of Powerful Positive Thinking Techniques Tasks
Sub-Tasks
A. Social &Emotional Learning.
A.1. Self-awareness.
A.2. Responsible decision making.
A.3. Relationship skills.
A.4. Social awareness.
A.5. management.
B. Desirable skills.
B.1. Honesty.
B.2. Dedication.
B.3. Flexibility.
B.4. Hard working.
B.5. Team working.
B.6. Leadership Qualities.
B.7. Willing to take initiative.
B.8. Willing to learn & unlearn.
B.9. Technical knowledge, etc.
B.10. Willing for additional responsibilities.
C.1. Information literacy skills.
C.2. Communication skills.
C.3. ICT skills.
C.4. Inquiry skills.
C.5. Problem solving skills.
C.6. Critical thinking skills.
C.7. Creativity and intellectual curiosity.
C.8. thinking.
C.9. skills.
C.10. Interpersonal skills.
C.11. responsibility.
C.12. Accountability.
Soft
C. Skills for the 21st Century.
D. Positive Thinking Exercises.
E. Facts about positive thinking.
Social
D.1. Only use positive words when talking.
D.2. skill.
Communication
D.6. Critical thinking skills.
D.7. Creativity and intellectual curiosity.
D.8. thinking.
E.1. It doesn’t mean you don’t take any actions.
E.2. It doesn’t mean you do anything without goal.
E.6. It doesn’t mean you don’t find more information.
E.7. It doesn’t mean you don’t learn from mistakes.
Systematic
Collaboration
Self-
D.4. Inquiry skill.
D.5. Problem solving skill.
E.3. It doesn’t mean you don’t have to make decision.
E.4. It doesn’t mean you don’t listen to others.
E.5. It doesn’t mean you overlook your problem.
E.8. It doesn’t mean you escape from negative person.
E.9. It doesn’t mean you are weak.
E. It doesn’t mean you are open for all possibilities.
D.3. ICT skill.
Systematic
28 Appendix 3. Framework of Integrating Social Media into Curriculum to Promote Positive Thinking to Prevent Extremely Thought Tasks Sub-Tasks Tasks Sub-Tasks A.3. Students share their life experiences with the class using Instagram.
A.4. Students react to homework and lessons by blogging.
A.5. Students manage their project-based learning using Pinterest.
B.2. Access & Delivery.
B.3. Directed
B.4. Gamification.
B.5. Sharing.
B.6. Mobile Learning
C.1. Effective.
C.2. Efficient.
C.3. Engagement.
C.4. Enrichment
C.5. Empower.
C.6. Educate (Expand)Young Minds.
D.1. Positive Attitude.
D.2.Rethinking Positive Thinking.
D.3..Teaching Growth Positive Mindset.
D.4 Failure as Tool.
E.1. Create assignments that incorporate social media.
E.2. Encourage research that goes beyond Google.
E.3. Bring new technologies into the classroom.
E.4. Incorporate blogging assignments into your curriculum.
E.5. Require use of technological tools common in business.
E.6. Build new teachers capabilities for new trends of digital learning.
F.1. safety
F.2. Privacy & Security.
F.3. Relationship & Communication.
F.4. Cyperbullying & Digital Drama.
F.5. Digital Footprint & Reputation.
E.6. Self-image & Identity.
F.8. Creative Credit & security.
F.9. Develop H3’s (Head, Hand, Heart).
F.10. Enrich W 5’sH Hand Strategy of Reflected Thinking.
F.10. listen and respect the opinions and other (anti) openions
H.2. Students are developing problems solving and critical thinking skills.
H.3. Students are more motivated and engagement to learn.
H.4. Students are taking ownership of their learning.
H.5. Students are developing their creativity skills.
A. Effective ways to use social media in the classroom.
A.1. Teachers are sharing inclassroom tweets with parents.
A.2. YouTube enables anyone to flip their classroom.
B. Future Vision of integration social media in curriculum.
B.1. Learn anything, anytime, anywhere
C. 6 E’s for quality integrating social media into curriculum.
D. Impact of social media on Mental health curriculum.
E. Ways to Teach Online Literacy.
F. Digital Citizenship Curriculum.
Internet
F.7. Information Literacy.
G. Connect Dots between Innovation & Outcomes.
H.1. Students are working together than often.
Classrooms connect over Skype using projectors A.6.
29 Appendix 4. Social Media Survey for Native English Speakers Please complete this survey about how you use Social Media in your everyday life. Below is a definition of Social Media. What is Social Media? Social media are applications and websites that allow users to create and share information or to participate in social networking. Examples of Social Media include Facebook, Twitter, WhatsUp, Skype, etc.) 1. Select your college from below. a. Shareeah. b. Daawah c. Quran. d. Hadeeth. e. Arabic language. f. Institute of Arabic for nonnative speakers. 2. Select your nationality from below. a. Arabian. b. African. c. Asian. d. European. e. American. f. Australian. 3. Select your age range from below. a. under 18 years. b. 18 – 21 years. c. 22 – 25 years. d. 26 – 29 years. e. over 29 years. 4. How many social networking sites (communities/groups) are you a member of? a. None. b. 1-2. c. 3-5. d. 6-8. e. over 8 . 5. List the social network sites you are a member? .................................................................. .................................................................. 6. How long have you been using social networking sites? a. Less than a year
b. 1-2 years. c. 3-4 years. d. 5-6 years. e. Over 6 years. 7. On average, how much time do you spend daily on a social networking sites? a. Less than 1 hour b. 1-2 hours. c. 3-4 hours. d. 5-6 hours. e. Over 6 hours. 8. How many friends or contacts do you have on the social networking sites you are a member? a. Less than 25. b. 25-50. c. 51-75. d. 76-100. e. Over 100. 9. List the reasons why you use Social Networking sites. .................................................................. .................................................................. 10. Did you ever had any bad experience (bullying, offensive comments, threatening emails, etc.) using social networking sites? a. Yes ____ (If yes, list the bad experience you had on social networking sites) b. No ____ .................................................................. .................................................................. 11. Are you using social networking to learn in school and out of school?
30 a. Yes ____ (If Yes, describe how you use social networking to learn) b. No ____ (If No, why you are not using social networking to learn .................................................................. .................................................................. 12. Do you use social media in your free time (out of school)? a. Yes ___ (If yes, what do you use social media for in your free time) b. No ___ .................................................................. .................................................................. 13. Do you ever receive fake or false information from social networking sites? a. Yes ___ (If yes, what do you do after receiving the fake or false information) b. No ___ .................................................................. .................................................................. 14. I think social media is very important for learning. a. Strongly disagree. b. Disagree. c. Neutral. d. Agree. e. Strongly agree. 15. I will use social media in school if the teacher encourages its use. a. Strongly disagree. b. Disagree c. Neutral. d. Agree. e. Strongly agree. 16. It is okay to share personal information when using social media. a. Strongly disagree b. Disagree. c. Neutral. d. Agree. e. Strongly agree.
17. You feel social pressure from others to participate in social media. a. Strongly disagree b. Disagree. c. Neutral. d. Agree. e. Strongly agree. 18. I share information on social networking sites without thinking about privacy issues. a. Strongly disagree. b. Disagree. c. Neutral. d. Agree. e. Strongly agree. 19. You feel left out if you are not involved in social networking. a. Strongly disagree. b. Disagree. c. Neutral. d. Agree. e. Strongly agree. 20. I would like to see social media used in the school curriculum to help students learn. a. Strongly disagree. b. Disagree. c. Neutral. d. Agree. e. Strongly agree. 21. Describe how social media can be used to promote positive thinking in youths? .................................................................. .................................................................. 22. Write any additional comments of how Social Media can be integrated in the curriculum in schools to promote positive thinking and the ethical use of social media. .................................................................. .................................................................. Thanks for your positive participation