About this paper

Appears in:
Pages: 2012-2016
Publication year: 2015
ISBN: 978-84-608-2657-6
ISSN: 2340-1095

Conference name: 8th International Conference of Education, Research and Innovation
Dates: 18-20 November, 2015
Location: Seville, Spain

TRANSFORMING URDU LANGUAGE CLASSROOM TO PROVOKE CRITICAL THINKING OF STUDENTS THROUGH INTRODUCTION OF DIGITAL CONTENT AND COLLABORATIVE LEARNING ENVIRONMENT

S. Ali, M. Syed, M. Maqsood

National University of Science & Technology (PAKISTAN)
This qualitative action research is aimed to find how collaborative learning spaces and digital content is helpful in engaging 4th grade Urdu language learning students and also in enhancing their critical thinking skills. In Pakistan more emphasis is made on introduction of technology in Science and Mathematics, with this emerging trend within country, National language is suffering most as no significant step has been taken to introduce technology in Urdu language learning. This has created a great learning gap in terms of student interest and motivation towards Urdu language learning and utilization. Use of obsolete learning methodologies has made it difficult for the learners to effectively engage, learn and utilize the Urdu language in their daily life, besides the fact that Urdu is the most commonly utilized language within Pakistan for communication purpose.

To close the gap of student engagement with digital learning content and to introduce collaborative learning environment to improve critical thinking skills of students, a qualitative action research has been conducted in Human Development Foundation Maria Helena School located in Kaliyah village Islamabad, Pakistan. The intervention was introduced for a duration of whole month in 4th Grade Urdu Classroom. The study concludes that the collaborative learning environment helps low performing student to match the pace of high performing students through zone of proximal development. The introduction of participatory and reflective class practices help student to question and analyze everything. The bloom’s taxonomy framework was successfully utilized to provoke critical thinking through counter questions and visual digital learning content helped in keeping student engaged within class activities and discussions. The study has also analyzed the limitation and expectation of teacher for future considerations.
@InProceedings{ALI2015TRA,
author = {Ali, S. and Syed, M. and Maqsood, M.},
title = {TRANSFORMING URDU LANGUAGE CLASSROOM TO PROVOKE CRITICAL THINKING OF STUDENTS THROUGH INTRODUCTION OF DIGITAL CONTENT AND COLLABORATIVE LEARNING ENVIRONMENT},
series = {8th International Conference of Education, Research and Innovation},
booktitle = {ICERI2015 Proceedings},
isbn = {978-84-608-2657-6},
issn = {2340-1095},
publisher = {IATED},
location = {Seville, Spain},
month = {18-20 November, 2015},
year = {2015},
pages = {2012-2016}}
TY - CONF
AU - S. Ali AU - M. Syed AU - M. Maqsood
TI - TRANSFORMING URDU LANGUAGE CLASSROOM TO PROVOKE CRITICAL THINKING OF STUDENTS THROUGH INTRODUCTION OF DIGITAL CONTENT AND COLLABORATIVE LEARNING ENVIRONMENT
SN - 978-84-608-2657-6/2340-1095
PY - 2015
Y1 - 18-20 November, 2015
CI - Seville, Spain
JO - 8th International Conference of Education, Research and Innovation
JA - ICERI2015 Proceedings
SP - 2012
EP - 2016
ER -
S. Ali, M. Syed, M. Maqsood (2015) TRANSFORMING URDU LANGUAGE CLASSROOM TO PROVOKE CRITICAL THINKING OF STUDENTS THROUGH INTRODUCTION OF DIGITAL CONTENT AND COLLABORATIVE LEARNING ENVIRONMENT, ICERI2015 Proceedings, pp. 2012-2016.
User:
Pass: