توظيف وسائل الاتصال الحديثة في تعليم اللغة العربية

The Arabic language is the language of the Holy Quran, which has become an immortal language because of the immortality of the Holy Quran as it says: "Surely We have revealed the Reminder and We will most surely be its guardian." It is one of the most widely spoken languages in the world, especially since the language is the means of communication among the peoples of the world. Communication and technological techniques in learning and teaching the Arabic language taking into account the elements of the educational process (student, teacher and curriculum), according to the requirements of the age, and the development of the mechanisms of teaching the Arabic language with modern technologies that keep up with the times and developments. The aim of the research is to explain the impact of modern means of communication on the teaching of the Arabic language according to several axes: definition of the language, definition of the language in Arabic and the strategy of its publication, the definition of the modern means of communication and their types in the teaching of the Arabic language. The analytical approach will be used in this study. The researcher concluded at the end of this study to prove that the Arabic language faces many challenges in light of the great progress of the modern means of communication and technical progress; and that there are many obstacles in the use of educational technology in the teaching of the Arabic language, which prevents the achievement of the objectives of education. Solutions to this problem are, thus, suggested so as to improve the Arabic language and maintain its position among the languages of the world.

Exploring the Attitude of the Head and Deputy Head Teachers from the Governments Schools of Sindh and Balochistan Toward Using Computers in Education

Attitudes play a very significant role in acceptance of any idea or innovation. Prior research studies have established the significance of computers and the attitude of head teachers which can either be a hindering factor or a facilitator for computer integration in education. To explore the attitudes of the head teachers in the Pakistani context, this study was conceptualised. The major aim of the study was to determine the attitudes of head teachers from Sindh and Balochistan towards the use of computers in education, while the subsidiary aim was to explore the relationship between demographic characteristics of the participants and their attitude towards the use of computers in education. A survey questionnaire was adopted from Pelgrum and Plump (1993) to gather data. Through this tool, a sample of 185 head teachers was assessed for their computer attitudes with four factors; perceived educational impact, perceived social impact, training needs and self-confidence. The sample was drawn from the participants of the Educational Leadership and Management (ELM) course, offered as part of the Ed-Links project. The participants comprised a mix of rural and urban areas of Sindh and Balochistan. The results show that the participants' perceived attitude towards computers in education is positive. On individual sub-scales, participants' perceived social impact of computers and their self-confidence is found to be lower than the educational and training needs. Correlation analyses revealed significant associations between the head teachers' attitude towards computers in education and the use of computers and prior training. ln sub-scales model, prior training contributes to the training needs' model while use of computer, contributed to the self-confidence model. The study has highlighted the importance of providing computers to the head teachers in their offices and need for offering relevant training programmes for the head teachers and deputy heads from Sindh and Balochistan. A1so, further research is needed to understand the relationship between attitudes towards computers and its actual use in schools.