Gudummuwar Lambatattun Na’urorin Sadarwa Na Zamani Wajen Inganta Ilimin Koyo Da Koyar Da Darussan Hausa a Yau

Daga

ABDULRAHAMAN ADO
Sashen Harsunan Nijeriya,
Jami’ar Umaru Musa Yar’adu’a, Katsina

Da

SIRAJO IBRAHIM
Sashen Harsunan Nijeriya,
Jami’ar Umaru Musa Yar’adu’a, Katsina

Takardar da aka Gabatar a Taron Duniya da aka Gudanar a Sashen Koyar da Harsunan Nijeriya na Jami’ar Umaru Musa da take a Katsina a cikin Nijeriya, a kan Gudummuwar Harsunan Gida da msu Riƙe da Sarautun Gargajiya a wajen Samun Muratun Ci-gaba masu Ɗorewa a cikin Halayyar Barazanar Tsaro a Arewacin Nijeriya, wanda aka Yi a Babban Ɗakin Taro na Jami’ar Umaru Musa ‘Yar’adua, Kaatsina.

27 ga Afrilu, 2026

Tsakure

Ilimi babban ginshiƙi ne na rukunnan zamantakewar al’ummar Hausawa, wanda ake iya amfani da “Lambatattun Na’urorin Sadarwa na Zamani” a wajen gudanar da shi. Lambatattun na’urorin sadarwa na zamani, wasu na’urori ne masu amfani da wutar lantarki domin zaburar da su, waɗanda suke ɗauke da wasu malatsai masu lambobi daga “0” (sifiri) zuwa “9” (tara). Turawa ne suka samar da su tun a ƙarni na 20, domin tsara karɓar saƙonni da aiwatar da su da adana su, a cikin sauƙi da sauri. An lura da cewa, duk da sauƙin sadarwa da waɗannan na’urori suke da shi, a yau, a ƙarni na 21, wasu masana da manazarta harkar koyo da koyar da ilimin Hausa, ba su yin amfani da su, ba su kuma sanya ɗalibai su yi amfani da su, domin sauƙaƙa harkar bayar da ilimi ga ɗalibai. Haka kuma, an lura da yadda wasu masanan, suke ɗaukar waɗannan na’u’rori a matsayin abubuwan da suke kawo fanɗarewar ɗalibai daga al’adun Hausawa na gargajiya. A wannan takarda, an kawo bayanai na yadda malaman Jami’o’in ƙasar Hausa za su iya yin amfani da ire-iren waɗannan na’urori a wajen inganta harkar koyo da koyarwa, da gudanar da bincike-bincike, da adana bayanai na ilimi. An gudanar da wannan bincike bisa manufar wayar da kan masu-ruwa-da-tsaki a harkar koyar da darasin Hausa, a kan amfanin bin hanyar zamani, mai sauƙi da saurin fahimtar darasi, da watsar da tsohuwar hanyar koyo da koyarwa, mai wahala da takura wa ɗalibai da rashin saurin fahintar da darasi a wannan zamani na “Annobar Maguin Samun Ilimi”. A wajen gudanar da wannan bincike, an bi wasu “ƙananan hanyoyin” farauto bayanai (Secondary Sources) guda biyu, watau ta karantawa daga wasu rubutattun bayanai, da kuma yin amfani da lambatattun na’urorin zamani a wajen kalato bayanai daga Yanar-Gizo, a cikin dandalolin “Mutum-Mutumin Giri” (AI), irin su “Meta AI” da “Chat GPT” da “Google.” An ɗora wannan bincike bisa: “Ra’in Wayar da Kai,” wanda John Locke (1632-1704), ya assasa a shekarar 1954, a lokcin da aka yi “Juyin-Juye-Hali” na ƙasar Faransa. Sakamakon binciken ya nuna cewa, amfani da lambatattun na’urorin sadarwa na zamani ya fi sauri da sauƙin sanya ɗaliban Hausa, fahimtar darasin Hausa, da gudanar da bincike-bincike, da adana bayanai ta amfani da su. Kazalika, binciken ya gano cewa, kusan duk malamai da ɗaliban Hausa sun mallaki ire-iren waɗannan na’urori, don haka ana iya bin wannan sabuwar hanya a wajen koyo da koyar da ilimin Hausa a ciki Jami’o’in ƙasar Hausa.

Muhimman Kalmomin Binike: Lambatattun na’urorin sadarwa, zamani, inganta, koyo da koyarwa, darussan Hausa, yau

1.0 Gabatarwa

Hausawa na cewa: “Zamanin abu, a yi shi.” Kazalika, sukan ce: “Zamani riga ce, idan ya zo, dole ne kowa ya sanya.” Bayan haka, sukan ce: “Kowa ya bi zamani, to, ya bi Allah.” Abin nufi shi ne, yanzu zamani ya zo na amfani da wasu “Lambatattun Na’urorin Sadarwa na Zamani,” wanda daman can, tun tuni Allah Ya yi mganar lokacin da ammfani da “lambobi” a kowane sha’ani na duniya, kamar yadda Ya faɗa, a cikin Alƙur’ani Mai Girma, a Suratul Jinni, sura ta 72, aya ta ashirin da takwas (28), inda Allah ke cewa:

وأحص كلّ شىء عد دا

(Kuma Ya lissafe dukkan kome da ƙididdiga)

(Gummi, 1985:1277)

Abin da aka fahinta a cikin wannan aya, shi ne, Allah Ya “tsara” komai na duniya a cikin tsari na ƙididdiga. Don haka, komai za a yi, zai rinƙa kasancewa a cikin “tsari” na gididdiga. Kazalika, kome za a yi amfani da shi, zai kasance a cikin “tsarin” ƙididdiga, wanda a wannan tsarin ne za a yi ta yin amfani da shi, har illa masha Allah.

To, an lura da cewa, wannan lokaci da Allah Ya yi magana a kansa, a cikin Alƙur’ani, ya zo, kuma har ta kasance, akasarin malamai da ɗaliban Hausa, na wannan zamani, sun mallaki na’urorin zamani na sadarwa, waɗanda suke “lambatattu” (mau lambobi), irin su wayoyi-salula na hannu da na’urori masu ƙwaƙwalwa, watau “Kwamfuta” da makamantansu. Bugu da ƙari, dukkan waɗanda suka mallake su, sun kuma iya amfani da su, kuma suna amfani da su a kodayaushe. Bugu da ƙari, wasu malaman da ɗaliban ma, saboda, sabon da suke da shi, da ire-iren waɗannan na’urori, idan suka shiga cikin aji, domin koyon darussan Hausa, ba su sauraron malami. Hankalinsu yakan koma a kan amfani da waɗannan na’urori. Wannan yana nuni da cewa, ko dai a koma yin amfani da su domin a bi zamani, ko kuma a shiga cikin “Annobar Maguɗin Samun Ilimi” (Diploma Disease) (Ado, 2019, sh. 6). Abin nufi, idan da za a rinƙa amfani da su, a wajen sha’anin koyo da koyar da darussan Hausa, to, za sanya ɗalibai su rinƙa yin amfani da ire-iren waɗannan na’urori a wajen Koyon darasi, su daina amfani da su ta hanyar fanɗarewa ba, a aji.

To, tun da ɗalibai, sun riga sun shagaltu da yin amfani da su, sai aka ga, ya kamata, malamai su bi zamani, domin su bi Allah. Abin nufi, su koma yin amfani da ire-iren waɗannan na’urori, a wajen harkar koya da koyar da darussan Hausa, domin a sanya ɗalibai su koma yin amfani da na’urorin da suke da su, a wajen koyon darashi a cikin sauƙi, a cikin aji, domin a rage fanɗarewarsu a wajen yin amfani da su barkatai a cikin aji.

A cikin wannan takarda, an kawo bayanai na wayar da kai ga malaman Hausa, yadda za su rinƙa yin amfani da ire-iren waɗannan “lambatattun na’urorin zamanai na sadarwa,” a wajen koyo da koyar da darasin Hausa, da gudanar da bincike-bincike, da adana wasu bayanai, da yaɗa su, a cikin sauƙi da sauri.

An kasa wannan takardar zuwa gida biyu. Kashi na farko, yana ɗauke da bayanai na gabatarwa. A cikinsa, an kawo sharar fage a game da binciken, da manufar gudanar da shi, da hanyoyin da aka bi aka gudanar da shi, da kuma ra’in da aka ɗora binciken a kai. Kashi na biyu kuwa, yana ɗauke da gundarin aikin binciken. A cikinsa an bayyana wasu wajibobin amfani da lambatatun na’u’rorin sadarawa na zamani wajen koyo da koyarwa da kuma hanyoyin koyo da koyarwa ta amfani da lambatattun na’urori.

1.1 Sharar Fage

Koyo da koyarwa, harka ce da ta danganci ilimi. Shi kuwa ilimi, babban rukuni ne wanda yake a cikin rukunoni na ginshiƙan da suka gina al’ummar Hausawa da al’adunta. Binciken da aka yi, ya tabbatar da cewa, al’ummar Hausawa tana ɗaya daga cikin al’ummun duniya waɗanda suke fuskantar ƙalubalen shigowar zamani, wadda wasu sababbin al’adu suke shigo mata, suke kawo mata sauye-sauye a cikin al’adunta da ginshiƙan da suke gina rukunnan rayuwarta (Ado, 2021,sh.153; Amfani, 2012, sh. 6; Umar, 1987, sh. 4).

Bincike ya lura da cewa, halayyar riƙau, ta Hausawa, ta sanya, wasu suna nuna ƙiyayya ga karɓar sauyin zamani a cikin al’adun Hausawa, wadda ta haɗa da al’adar ilimi . Wannan, a ganin wasu masana da manazarta Hausa, ta sanya aka samu “Annobar Maguɗin Ilimi” a ƙasar Hausa (Gusau, 2010, sh. 4; Ado, 2019, sh. 6). Shi ma Dunfawa (2013), ya bayyan yadda “Shirin Game Duniya,” wanda ake amfani da wasu na’urorin zamani, ya kawo koma baya ga al’adun Hausa, ba ma kamar a wajen harkokin bukukuwansu da ake amfani da na’urorin zamani waɗanda “Uban Biki” (M/C), yake amfani da su (sh.780). Shi ma Getso (2013), ya yi maganar yadda kafafen sadarwa suke haɓɓaka taɓarɓarewar al’adun Hausawa (sh. 614-615). To, amma, a ɗaya ɓangaren, wasu masana suna kallon shigowar lambatattun na’urorin zamani, a matsayin abubuwan da suka kawo alheri ga ƙasar Hausa da al’adun Hausawa.

A cikin wannan takarda, an tattauna yadda amfani da “Lambatattun Na’urorin Sadarwa na Zamani,” zai iya haifar da gaggarumin muhimmin alfanu ga harkar koyo da koyar da Hausa, cikin sauƙi da sauri, domin dacewa da yadda zamanin yake a yau.

Amfani da lambobi (digital), wani tsari ne na karɓar saƙonni da aikawa da shi da adana shi, a cikin sauri da hanzari, ta yin amfani da wasu na’urori masu amfani da wutar lantarki, masu malatsan da suke ɗauke da wasu lambobi daga “0” (sifiri) zuwa “9” (tara) (Skinner, 2007, sh.45; Newman da Newman, 2020, sh.355; Hornby,2010, sh. 407, Olatokun da wasu, 2015, sh. 5). Misalan irin waɗannan na’urori su haɗa da kwanfuta, da wayar hannu ta salula, da talabijin, da kyamarar ɗaukar hoto, da yanar-gizo, da tauraron-Ɗan’adam, da rediyo, da jirgin sama maras matuƙi, da mota mara matuƙi, da mutum-mutumi-giri, mai motsi da magana (mai ƙwaƙwalwa), da na’urar samar da wutar lantarki mai amfani da hasken rana, da kwakulata (raskwana), da rumot, da casset na kwanfuta, da na DƁD, da U-Tube, da “home-teather” da makamantansu (Daƙuah, 2013, sh. 77-78; Olaitan da wasu, 2018, sh.146). Bunza (2017), ya bayyan cewa, abin duk na Ingilishi ne, fassara kawai ake yi masu. Abin nufi, sunayen waɗannan na’urori, duk a cikin harshen Turancis uke, wasu an fassara su, wasu ko an bar sunayensu a yadda suke a cikin harshen Turancin Ingilishi, amma an bayya ma’anar domin a fahinci yadda suke da aikinsu.

1.2 Manufar Bincike

Babbar manufar wannan aiki ita ce, wayar da kan wasu malaman Hausa da ɗalibansu, a kan yin amfani da hanyar zamani a wajen koyar da darsin Hausa, ta yin amfani da “Lambatattun Na’uroin Sadarwa na Zamani,” a maimakon bin tsohuwar hanya mai wuya da kashe kuɗi da cin lokaci, wadda ta saɓa wa ta zamani. Ɗaliban Hausa suna cikin buƙatar ‘yancin kai, domin su rinƙa yin amfani da dandaloli na zamanin cikin Yanar-Gizo, su samo bayanai da ya kamata su rinƙa yin amfani da su, a wajen ayyukan da ake ba su, na jinga. Yanzu zamani ya zo, amma, wasu malamai sun ƙi bin sauyi, kuma suna hana ɗalibai su bi zuwa ga hanyoyin na zamai waɗanda Mazhabobin zamani suka samar.

Kazalika, wata manufar ita ce, a wayar da kan hukumomin Jami’o’i da Kwalejoji na ilimi da na Ƙaramar Hukuma da makamantansu, tare da zaburar da su, wajen fahintar muhimmancin yin amfani da wannan sabuwar hanya, domin su rinƙa samarwa da bayar da “Iskar Yanar-Gizo,” wadda da ita ce za a iya amfani da ita a wajen zaburar da na’urorin, su yi aiki na koyo da koyarwa. Alal misali, sai da “Iskar Yanar-Gizo” (Data), za a iya yin amfani da wayoyin Salula da Kwamfutoci, domin shiga dandalin “Google Link” da “Zoom,” domin saduwa da ɗaliban da suke nesa da kusa, a yi darasi, wanda ɗalibai da malamai za su iya ganin juna da tattaunawa da juna. Wannan zai ƙara kawo sauƙi da sauƙaƙawa a wajen yin amfani da waɗannan na’u’rori, da kuma samun ilimi a cikin sauƙi, da hanzari irin wanda daliban yansu suke da shi.

Bugu da ƙari, an gudanar da takardar bisa manufar bayyana wa gwamnatoci da hukumomi da duk wasu masu ruwa-da-tsaki a harkar ilimi, halin da ake ciki na buƙatar yin amfani da hanyoyin zamani a wajen harkar koyo da koyar da Hausa

Daga ƙarshe, wata manufar ita ce, a zaburar da ƙaimin taimakon nazari da koyar da Hausa ga duk wasu masu ruwa da tsaki, domin su hanzarta samar wa malamai da ɗalibai, wasu na’urorin sadarwa na zamani, irin su “I-pad” da “Kwamputa” da “Wayoyin Salula” na hannu, domin amfani da su, a harkar koyo da koyar da Hausa, a cikin makarantunmu na ƙasar Hausa, domin bunƙasa Hausa a ƙasar Hausa.

Bugu da ƙari, akwai wasu ƙananan manufofi, watau muradai, waɗanda suka haɗa da waɗannan:

Da farko, ana son a bayyana muhimmancin yin amfani da “Lambatattun Na’urorin Sadarwa na Zamani” a wajen harkokin koyo da koyar da Hausa a cikin makarantun ƙasar Hausa da ake koyar da Hausa.

Manufa ta biyu, ana son a fayyace yadda ake yin amfani da “Lambatattun Na’urorin Sadarwa na Zamani” a wajen harkokin koyo da koyar da Hausa a makarantun ƙasar Hausa. Abin nufi, a ƙarfafa wa malamai da ɗalibai guiwar yin amfani da sabuwar hanyar zamani mai sauƙi, sannan a yi watsi da tsoohuwar hanya mai wahala da wahalarwa ga malamai da ɗaliban Hausa.

1.3 Hanyoyin Gudanar da Bincike

A wannan bincike, an bi rukunnan hanyo yi guda biyu a wajen gudanar da shi. Rukuni na farko, shi ne wanda ka bi “babbar hanyar” farauto bayanai (primary Sourse). Wannan, ita ce wadda aka farauto bayanai daga Yanar-Gizo, ta amfani da “Lambatattun Na’urorin Sadarwa na Zamani, a cikin dandaloli na “Mutum-Mutumin Giri” (AI), irin su “Meta AI” da “Chat GPT” da “Google.”

Hanya ta biyu, ita ce “ƙaramar hanyar” samo bayanai (Secondary Sourses). Wannani ta ce wadda aka kalato bayanai ta hanyar karantawa daga wasu rubutattun bayanai, waɗanda suka haɗa da wallaffafun litattafai da mujallu da takardun ƙara wa juna sani.

1.4 Ra’in Bincike.

An ɗora wannan bincike a bisa mizanin “Ra’in Wayewar-Kai,” wanda shi falsafa ce mai ƙarfafa yin amfani da “tunani” da “kimiyya” da samun “‘yanci ” na faɗin albarkacin baki.

1.4.1 Sunan Ra’in cikin Harsuna Turanci (Ingilishi) da Larabci da kuma Hausa

Shi dai sunan wannan ra’i, ya faro ne daga harshen Turanci na Ingilishi, wanda ake kiransa da sunan: “Enlightenment Theory” ko “Theory of Enlightenment” A harshen Larabci, su Baalbaki da Baalbaki (2014), sun fassara shi zuwa: “تنوير أو النظر ية حر كة التنوير الفلسفية نظرية” (sh. 314).

Amma, a harshen Hausa, an yi amfani da wasu Ƙamusoshi, kamar haka: A cikin Skinner (2007, sh. 57), an fassara kalmar “Enlighten” a matsayin “wayewar-kai” ko “mai ci gaba” ko “haskakawa” ko “wayayye.” To, amma, a cikin Sa’id da wasu (editoci) (2006, sh.472), sai aka fassara “Wayayye” a matsayin mutumen da ya gane al’anurran zaman duniya ko mutum maras duhun kai. Ke nan, tun a nan, idan aka tsayar da fassarar ra’in a matsayin: “Ra’in Wayar da Kai” ko “Ra’in Wayewar Kai,” ana iya cewa, fassarar ta yi daidai. Abin nufi, wannan fassarar ta fi dacewa da lamarin da ake magana a kai, da kuma lokacin da ake magana a kai.

Su kuwa su Knight da Delahunty (2002), sun fassara kalmar “Enlightenment”, a matsayin yin wani abu a fili, yadda kowa zai iya gane shi ko abin da zai kasance an fahince shi, ba tare da nuna wani bambanci ba (sh.196). Shi ma Hornby (2010, sh. 487), ya fassara kalmar Turanci ta “Enlightenment” a matsayin wani zamani na ƙarni na 18, wanda aka samu wasu masu ilimi, kuma marubuta kan lamurran duniya, da kuma masana kimiyya, suka shiga yin muharawa a kan cewa, yin amfani da “kimiyya” da yin amfani da “ƙwaƙwalwa”(tunani) a wajen yin amfani da hankali na “tunani,” sun fi muhimmanci a wajen bayar da hujjoji a kan lamurran rayuwa, fiye da yin amfani da “shaci-faɗi,” da sunan “addini” da “gargajiya,” waɗanda ɗabi’u ne na tsohon zamani, a wajen warware lamurran rayuwa. Ita kalmar “Enlightenment” (Wayewar-Kai), ta samo tushenta daga “Light”, wato “Haske” wanda yake “yaye duhu.” Hausawa na cewa, “haske mai yaye duhu.” Don haka, fassara ta suna “Ra’in Wayewar-Kai” ko “Ra’in Wayar da Kai” ta fi zama daidai da fassarar wannan kalmar ta Turanci, a ra’ayin marubucin wannan takarda.

1.4.2 Masanin da Ya Ƙiƙiro Ra’in Wayewar Kai

“Ra’in Wayewar-Kai,” ra’i ne da ya wanzu a ƙasashen Turawa tun zamanin Girkawa na farko, a “Mazhabar Wayewar-Kai” wadda aka samar a “Makarantar Plato.” Wayewar-kai, aƙida ce da Plato (427-347 BC), wadda ya fara bayani a kanta, a ƙarni na 5. Plato, ya yi bayani kan ɗaukakar da aka ba “tunani”, a matsayi tushe na ilimi, wanda yake bayar da ci-gaba na ‘yancin rayuwa (Mashi, 2017:42).

Aƙidar “Ra’in Wayewar-Kai,” ta sake bayyana, a “Ƙarnin na Farfaɗowar Turawa daga Duhun Kai” (Renaissance Period), bayan da aka yi juyin-juye halin ƙasar Faransa na shekarar 1688–89. A wannan lokaci ne, masana suka ƙarfafa yin amfani da “tunani,” a matsayin hanyar samar da ilimi, a maimakon “bi-ido rufe.” A wannan ƙarni ne, aka sami wani masani mai suna John Locke (1632-1704), ɗan garin Ingila ta ƙasar Biritaniya, wanda ya sake taso da aƙidar yin amfani da “tunani,” a matsayin hanyar samar da ilimi, a shekarar 1954, a lokacin da ya buga wata maƙala a kan “Dokokin Yanayin Halayyar Rayuwa” ( Essays on the Law of Nature) (Harɓey, 2017, sh.1 ; Rogers, 2017, sh. 1-10).

 Shi dai Locke, ya yi aƙirarin cewa, duk wani mutum, an halicce shi da ‘yanci yin rayuwa, da ‘yancin yin walwala da ni’imta ta samuwar arziƙi, ya zama mawadaci. Haka kuma, duk wani mai riƙe da ragamar iko, idan ya gaza kare rayuwar waɗanda yake mulka, to, sai a cire shi, da ƙarfi da yaji, idan ta kama. A falsafar da John Locke, ya tabbatar da cewa, ilimi abu ne wanda ake samu bisa abin da mutum ya taɓa gani ko ji ko sani. Ba abu ba ne da aka haifi mutum da shi ba. Cuɗanya da al’umma take sanya a same shi. Duk ɗan da aka haifa, yana a matsayin kamar wani “Wankakken Allo” (ko Farar Takarda) (Tabula-Rassa/Clean Slate) (Dunfawa, 2011, sh. 2). Al’umma ce take koyar da shi ilimi, ta hanyar cuɗanya da juna. Ke nan, wayar da kan mutane shi ne bayar da ilimi. Idan babu cuɗanya da juna, to, babu ilimi, domin ba za a sami hanyar “wayar da kan” mutane ba (Bagudo, 2000, sh.15).

1.4.3 Wasu Magoya Bayanan Ra’in Wayewar-Kai

 A bisa binciken da aka gudanar, an fahinci cewa, akwai Turawa masana da yawa, waɗanda suke bayar da goyon bayansu ga wannan ra’i na wayewar kai. Wasu daga cikinsu, sun haɗa da Sir Isac Newton da Thomas Hobbes (1588-1679) da Jean-Jacƙues Rousseau (1712-1778), waɗanda suka ƙarfafa yin amfani da “hankali” na "tunani,” domin wayar da kan mutane, bisa bin hanyoyi na ƙwarai, waɗanda ilimi ya tsara, a wajen gudanar da mulki ko wani lamari na rayuwa na zamani.

A wajen nazarin Hausa da Hausawa, akwai masana waɗanda suka nuna goyon bayansu a kan irin abin da ra’in yake magaa a kansa da manufofinsa, kamar haka:

Da farko, akwai Bunza (2017), ya yi na’am da irin wannan tunani, kamar yadda ya ce:

Karatun Hausa karatun ilimi ne kamar kowane karatu.

Harshen Hausa harshe ne mai gwada tsawo da kowane

harshe a fagen ilimi a wannan ƙarni namu (sh. ɗɗ).

Idan aka lura da wannan magana ta masana, za a iya bayar da fassarar zance da cewa, yana yin nuni da cewa, karatun Hausa ba Baƙauyen nazari ba ne. Ɗan birni ne da zai iya gogayya da duk wani nazari da ya shigo na zamani, ya shiga ciki, a yi gogayya tare da shi, kamar yadda duk wasu fannonin nazarce-nazarce suke iya shiga, ana damawa da su.

Kazalika, akwai Ibrahim (2021), wanda ya yi aiki a kan amfani da Yanar-Gizo a wajen amfani da harshe a fannin sadarwa. A cikin aikinsa, ya yi magana a kan yadda ake amfani da tattaunawa a cikin kafafen sadarwa a fannoni da kalmomin ƙasƙanci da kalmomin ban-tsora na Musulunci da na ƙaɗaitaka da tarontaka, duk a yanar gizo (71).

Kazalika, akwai Dunfawa (2013), wanda ya yi aiki a kam muhimmancin amfanin “Shirin Game Duniya,” wanda ake amfani da wasu na’urorin zamani a wajen harkokin bukukuwan Hausawa (sh.780).

Bugu da ƙari, akwai Getso (2013), wanda ya yi aikinsa a kan yadda kafafen sadarwa suke haɓɓaka taɓarɓarewar al’adun Hausawa (sh. 614-615).

Hakanan kuma, akawai Ruma (2021), wanda ya yi aikinsa a kan “kaɗaitaka,” ta Sufancin dauri ta asali da kuma “Kaɗaitaka,” ta “mararancin” Romawa na ƙarni na 18, waɗanda suke da tazarar lokuttan da suka wanzu na shekaru ɗari biyar. Romawa, sun nuna yin watsi da kaɗaitaka irin ta Sufancin dauri, ya zuwa kaɗaitaka ta a aƙidar Sufancin yanzu (sh.19).

Daga ƙarshe, akwai Zulyadaini (2018), wanda ya yi amfani da na’urar sadarwa ta zamani, ya yi nazarin waƙoƙi ta hanyar ilimin zamani na “ƙididdiga,” tare da amfani da jaddawali domin siffanta sakamakon bincikensa (sh.36).

1.4.4 Abin da Ra’in Wayewar Kai Yake Magana a Kai

 “Ra’in Wayewar Kai,” yana magana ne a kan “sauyin zamani” na wasu shekaru waɗanda aka samar da wasu ƙungiyoyin da suke fifita yi amfani da hankali na “Tunani,” a maimakon yin amfani da camfe-camfe da soki-burutsu da shaci-faɗi, a wajen harkar samar da ilimi a duniya.

Haka kuma, a wannan zamani na sauyin samun ilimi, an fifita kimiyya, a maimakon yin imani a makace (rufa-ido), a wajen samar da ilimi. Masu riƙe da wannan aƙida ta ra’in, sun yi imanin cewa, yin amfani da hanya ta zamani, ta amfani da hankali na tunani, zai sanya a gano gaskiya a game da duniya da rayuwar duniya, da gaskiya a game da addini da siyasar mulkin ƙasa, kazalika, za a iya amfani da shi domin inganta rayuwar mutane.

Babbar manufar wannan ra’i, ita ce a bayyana “sauyin zamani” na yadda za a iya fahintar duniya da matsayin mutum, ta hanyar yin amfani da sabuwar hanya ta amfani da hankali na tunani. Don haka, masanan da suke bin wannan ra’ayi, sun fi bayar da muhimmanci a kan kimiyya da yin amfani da hanakali, fiye da bin lamurra a makance, a ido-rufe, da kuma camfe-camfe na shaci-faɗi.

Bugu da ƙari, shi wannan ra’i, yana magana ne a kan samun haƙƙin ‘yancin kai da zama wakili na gwamnati da yin abu bisa dokar rayuwar Ɗan’adam na yadda halayyar rayuwa take da ‘yanci yin addini. Duk waɗannan ana son su, a maimakon mulukiyya (Monarchy) da jam’iyya ɗaya tal ta ƙasa, da a kuma ƙuntatawar da ake yi wa mutane da su bi addini ɗaya kawai, wanda shi ne wanda gwamnatin ƙasa ta kafa, ta kuma sharɗanta bin sa bisa tilas.

1.4.5 Dangantakar Abin da Ra’i da Aikin Suke Magana a Kai

Shi ra’in “Wayewar-Kai,” yana magana a kan bin sabuwar hanyar neman ilimi, da yin watsi da tsohuwar halayyar riƙau, wadda ake bin “lahantacciyar kimiyya,” ta shaci-faɗi da camfe-camfe a wajen nema da samun ilimi, ya zuwa komawa a bisa turba ta zamani, wadda ake amfani da tunani da kimiyyar zamani a wajen nema da samun ilimi.

A ɗaya ɓangaren kuma, shi ma wannan aiki, yana magana ne a kan, amfani da sabuwar hanyar amfani da lambatattun na’urorin zamani, tare da watsar da tsohuwar hanyar koyo da koyar da ilimin Hausa, wadda ba a yin amfani da hanyoyi na kimiyyar zamani. Wannan tsohuwar hanya, hanya ce mai wahala ga ɗalibai, da ake kashe kuɗaɗe masu yawa, wanda daga ƙarshe, ɗalibai sukan kasa yin ilimin, da samunsa. Hanyar zamani da wannan aiki yake kira da a rinƙa bi, ita ce wadda ake amfani da “Lambatattun Na’urorin Sadarwa na Zamani,” a wajen yin ta. A yau, kusan kowane ɗalibi, yana da, ko ya mallaki ire-iren waannan na’urori, kuma sun iya amfani da su, don haka, komawa hanyar yin amfani da su, zai kawo sauƙi da saurin koyo da koyar da ilimin Hausa, da inganta shi bisa mataki na ƙima da ingancin zamanin da ake ciki a yau. Takura wa ɗalibai, a hana su yin amfani da waɗannan na’urori na zamani, kan kawo faɗawa cikin “Annobar Maguɗin Samun Ilimi.”

Ke nan, idan aka lura da abubuwan da ra’in da aikin suke magana a kai, abubuwa ne makamanta. Abin nufi, dukkansu, suna magana a kan amfani da hanyoyin zamani da watsi da hanyoyin kimiyya irin na dauri. Binciken guda biyu, suna nuni da cewa, komawa a kan turbar zamani, wadda babu shaci-faɗi a cikinta, kuma ta fi sauƙi da sauri a wajen aiwatarwa, ita ce ya kamata kowa ya koma a kanta.

2.0 Wajibobin Ilimin Samun Damar Amfani da Lambatatun Na’u’rori wajen Koyo da Koyarwa

A wannan bincike da aka yi, an tabbatar da cewa, shi Malami, a matsayinsa na mutumin da aka danƙa masa amanar koyar da ɗalibai na cikin al’ummar Hausa, ilimin Hausa, ya wajaba a gare shi da ya samu ko mallaki wasu tarin ilimi (ilimummuka). Waɗannan ilimi (ilimummkuka), su ne waɗanda suke agazawa wajen inganta aikinsa na koyarwa, ta mafani da lambatattun na’urorin sadarwa na zamani. Rashin samunsa, yana kawo dasgaro ga harkar koyo da koyarwa, kamar haka:

2.1 Sanin Fagen Nazari na Karatu

Sanin fagen karatu abu ne mai muhimmanci, domin shi ne malami ya koya, kuma zai koyar da shi. Kazalika, shi ne wanda ɗalibi zai koya, ya sani, ya kuma koyar da shi a nan gaba, idan ya zama malami. A nazarin Hausa, masana sun bayyan cewa, fagagen da ake nazarin Hausa, guda uku ne. Akwai fannin al’ada da adabi da kuma Harshe. Kowane malami da ɗalibi ya kamata ya san fagensa, kafin ya shiga cikin harkar amfani da lambatattun na’urorin zamani. Alal misali, a fagen nazarin al’ada, wajibi ne ga malami da dalibin al’ada ya san duk wasu muhimman kalmomin fannu na al’ada da al’umma da harshen fannu na nau’o’i da rabe-raben nazarin al’ada da al’umma da siffofi na zatin al’umma da al’ada da kuma ra’o’in da suka danganci nazarinsu. Duk malami ko ɗalibin da bai zage, ya sanan fannin nazarinsa ba, tare da gogewa a cikinsa a, to, yin amfani da lambatattun na’urorin zamani, zai zame masa abin ƙalubale, domin ko neman bayanai daga cikinsu zai zo masa da tasgaro.

2.2 Sanin Ilimin Koyo da Koyarwa.

Ilimin koyo da koyarwa, ilimi ne mai muhimmanci a harkar gudanar koyo da koyar da ilimi kowane iri. Duk da cewa, akwai hanyoyi na gargajiya da ake koyon waɗannan hanyoyi, to, amma a wannan zamani, akan tafi makarantu na horar da malamai a koye shi, domin ya dace da amfani da shi a zamanance. Sanin ilimin koyarya, tsararren ilimi ne mai tsari, wanda kan sanya malami da ɗalibi ya san hanyoyi da dabarun da zai koyi ko koyar da darasinsa na fannu, a cikin tsari na dokokinsa na hani da horo. A cikin wannan ilimi, malami zai san (fahinci) wajabcin tsara tsarin koyar da ɗalibai, da yadda za su koyi ilimi, da za a koyar da shi (Lesson/Teaching Plan). Kazalika, a nan ne malamai da ɗalibai za su san (fahinci) muhimmanci da wajanci rubuta masu, ko ba su rubutattun bayanai (Lesson/Teaching Notes) a game da darussan da suke koyo ko koyarwa. Duk malami ko ɗalibin da ba shi da wannan ilimi, za a dinga samun ƙalubale a harkar aikinsa na koyo da koyarwa a yau, a wannan zamani da amfani da lambatattun na’urorin zamani.

2.3 Sanin Ilimin Lambatattun Na’urori

Wani babban abin da malamai da ɗaliban Hausa ya kamata su sani (fahinta), a wannan zamani, shi ne sanin (fahintar) ilimin lambatattun na’urorin sadarwa na zamani. Amfani da lambobi (digital), wani tsari ne na karɓar saƙwanni da aikawa da su da adana shi, a cikin sauƙi da sauri ko hanzari, ta yin amfani da wasu na’urori masu amfani da wutar lantarki, masu malatsan da suke ɗauke da wasu lambobi daga “0” (sifiri) zuwa “9” (tara) (Skinner, 2007, sh.45; Newman da Newman, 2020, sh.355; Hornby,2010, sh. 407, Olatokun da wasu, 2015, sh. 5).

Zamanain amfani da lambatattun na’urorin sadarawa na zamani, ya faro ne tun a wata shekara da ake kira “Shekarun Amfani da Lambatattun Na’u’rorin Sadarwa na Zamani,” wadda ta faro tun a shekaru na ƙarni na 20, har zuwa na 21, wanda ake ciki a yau, Shi, zamani ne wanda harkar yin amfani da kwamfuta (ta hannu da ta tebure), ya zama ruwan dare. Abin nufi, shekaru ne wanda kusan komai na harkar ilimi, ana yin sa ta amfani da kwamfuta (na’ura mai ƙwaƙwalwa) wadda take ƙunshe da bayanai masu tarin yawa a cikinta (Skinner, 2007, sh. 45; Eyitayo da Eyitayo (2017). Kazalika, wasu suna kiran wannan shekaru da sunan “Ƙarnin Amfani da Lambobi” (Digital Era), waɗanda ake amfani da lambobi domin yaɗa bayanai da hanzari, a cikin sauƙi, waɗanda suka shafi yaɗa ilimi a duk faɗin duniya, a cikin ƙanƙanen lokaci (Stan, 2011, sh.147-148).

Hausawa na cewa “Zamani riga, idan ya zo, tilas kowa ya sa.” Wannan falsafa ta Hausawa, ta zo daidai da wannan zamanin da ƙasar Hausa take ciki. Abin nufi, a yau, kusan kowa ya mallaki ɗaya ko fiye daga cikin ire-iren waɗannan lambatattun na’urorin sadarwa na zamani. A fannin koyo da koyarwa, kusan ana iya cewa, dukkan malamai da ɗaliban Hausa, sun mallaki wayoyin hannu na “Salula” da na “Kwamfuta” da “IPad,” kuma wasu suna amfani da su a wajen shiga “Yanar-Gizo” don sada zumunci a dandali-dandali na “Fasbok” da “WhatsApp” da “Tiktok” da “Istagram” da “Ɗ” da “Google Meet” da “Ɓoice Mail” da “Meta AI” da “Chart GPT” da “Zoom” da makamantansu. Bugu da ƙari, malamai da ɗaliban Hausa da suka mallaki ire-iren waɗannan na’urori, sun iya sarrafa su, ta yadda suk suka ga dama, kama daga nemo bayanai da aika saƙwanni da adana saƙwanni da makamantansu.

Idan aka yi la’akari da waɗannan bayanai da aka samu daga masana daban-daban, za a iya cewa, ya zama wajibi ga kowane malami da ɗalibin Hausa, ya zama ya mallaki ire-iren waɗannan na’urori na zamani, ya kuma iya sarrafa su ta fannoni daban-danan, ba ma kamar abin da ya danganci harkokin ilimi na koyo da koyarwa. Don haka, idan har aka ga malami ko ɗalibin da bai da su, ko kuma ya mallake su, amma, bai iya sarrafa su ba, to, lamarinsa ya zama “Lahaula!” Idan malami ne, bai cancanci zama malami ba, ko da kuwa a Firamere ne, balle sakandare zuwa Kwalejoji, ko Jami’a. Kazalika, ɗalibai ma haka. Abin nufi, idan ɗalibi bai iya sarrafa su ba ko kuma ba shi da su, bai cancanci zuwa karatun digiri ba biyu ba, balle na uku. Ke nan, abin takaici ne, a ga malami ko ɗalibin Hausa, a makarantun Kwalejoji ko Jami’o’i, ba su da ilimin amfani da waɗannan na’urori na zamani. Ko kuma, ba su shiga Yanar-Gizo ko WatsaApp ko ba su da e-mail. A lura da abin da wannan “Ra’i na Wayewar Kai,” yake magana. Duk wand aba shi da wayewar kai, bai cancanci shugabanci be. Ke nan, bai cancanci zama malami ba.

3.0 Hanyoyin Koyo da Koyarwa ta Amfani da Lambatattun Na’urori

Bayan samun ilimi mai tarin yawa a ka hanyoyi da dabarun koyarwa, malami yana iya yin amfani da wasu lambatattun na’urori masu yawa, a wajen gudanar da harkar koyo da koyar da darasin Hausa. A nan ciki, an yi bayani a kan na’urori guda uku kawai, waɗanda suka fi dangantaka ta ƙuƙut da harkar koyo da koyarwa, kamar haka:

3.1 Amfani da Na’urar “Projekta”

“Projekta” kalam ce ta Turanci, wadda ake kiranta da sunan “Projector.” Ita dai lambatacciyar na’ura ce mai bayar da hoto ko hotuna masu motsi ko kuma marasa motsi. Ita, na’ura ce wadda take fitar da haske daga idonta, mai kare da gilashi. A cikin hasken ne hotuna suke fita (Hornby, 2010, sh.1173). Akan haɗa na’urar “Protekta,” da wata lambatacciyar na’ura mai ƙwaƙwalwa (Kwamfuta) ko lambatacciyar wayar hannu ta salula, wadda daga cikinta ne, na’urar “Projacta” take zuƙo hotunan ta nuna su a kan bango ko allo ko wani wurin da aka samar don a rinƙa kallon hotuna. Hoton na iya kasancewa na rubutu ko hotunan wasu abubuwa masu motso ko mara motsi (https://www.lenovo.com). Lambatacciyar na’urar “Projakta” iri iri cem irin su LCD da DLP da CR (https://scirbd.com). To, amma, a zamanin yau, an fi amfani da ta kallo da idanu (Ɓideo Projector) (https://en.wikipedia,org). Ana iya amfani da ita, a matsayin talabijin, wadda ake iya ganin abubuwan da take fitarwa, da kuma jin sautin da ake iya saurare da kunne, idan aka yi mata ari na wasu wayoyi (https://eu.xgimi.com). Ana mafani da irin wannan lambatacciyar na’ura a wajen koyar da darasin Hausa ta hanyar nuna wasu hotuna masu motsi da marasa motsi. Haka kuma, ana iya bayar aiki ko darasi a rubuce, wanda ɗaibai kan iya juya a cikin litattafansu

3.2 Amfani da Na’urar “Kwamfuta” (Na’ura Mai Ƙwaƙwalwa).

Na’urar “Ƙwamfuta,” na’urace mai ƙwƙwalwa. Kwanfuta, lambatacciyar na’ura ce wadda take iya masar da saƙo, ta sarrafa shi, ta ajiye shi, ta kuma fitar da shi (Hornby, 2020, sh.295; Okenabirhie, 2012, sh.6) (https://www.britanica.com).

Bincike ya tabbatar da cewa, ana iya amfani da na’urar “Kwamfuta” don koyo da koyar da duk abin da ake so a cikin aji (Okena birhie (2012, sh.38). Don haka, malaman Hausa, suna iya koyar da darasin Hausa ga ɗalibansu ta amfani da Kwamfuta, ta waɗannan hanyoyi:

3.2.1 Tura Darasi ta Amfani da Dandalin “WhatsApp”

“WhatsApp” dandali ne na sada zumunta wanda “Meta” take da shi. Ana amfani da shi a wajen Aikawa da saƙwanni a rubuce ko a cikin murya irin ta magana ko a cikin hotuna masu motsi da marasa motsi. Haka kuma, ana amfani da dandalin yin kira da murya ko yin kira wanda ake iya ganin hoton mutum (https://faq.watsaap.com). Malami yana iya amfani da “WhatsApp,” ya tura wa ɗalibai darasin da za yi na Hausa. Su kuma, ɗaliban su amshi saƙon zuwa cikin wayoyinsu na salula ko cikin kwanfutocinsu ko Ipad nasu, su rinƙa karantawa. Ko kuma, malami ya rinƙa karanta masu a aji, su kuma suna bi, suna sauraren jawabin malamin, sannan su rinƙa koyon darasin a cikin sauƙi. Bugu da ƙari, malami na iya ƙirƙirar wani dandali na ƙungiyar malami da ɗalibansa, wanda za a rin bayar da aikin gida da tattauna wani darasi da aka koyar, ta hanyar yin tambayoyi da bayar da amsoshi. Bayan haka, malami na iya yin amfani da “Mutum-mutumin-Giri na Meta” (Meta AI), ya nemo wa ɗalibai wani bayani a kan darasin Hausa, ya nuna masu, ko ya aika masu ta hanyar dandalin “WhatsApp” don inganta darasin Hausa.

3.2.2 Yin Amfani da Dandali Google na Yanar Gizo

Dandalin “Google,” dandali ne na Yanar-Gizo wanda ake nemo bayanai daga cikin yanar gizo, da hotuna masu motsi da marasa motsi, waɗanda ake iya gani da saurare da kunne (Hornby, 2010, sh. 647; https://techterms.com). Malamai da ɗalibai suna iya shiga cikin Yanar-Gizo, ta hanyar “Google,” a zo da shi a cikin aji, a koyar da wasu darussan Hausa. Alal misali, ana iya shiga a nemo bayani na yadda ake tsara rubuta kundayen digiri a Hausa. Haka kuma, ana iya samo bayanai da suka danganci, darussan al’ada da adabi da harshen Hausa. Bayana nan, ana iya yin amfani da dandali sadarwa na “Google Meet,” domin gudanar da wani darasin Hausa. “Google Meet,” ingantacciyar hanya ce wadda ake iya haɗa taro na darasi a tsakanin malami da ɗalibai, wadda ake iya magana da juna da ganin juna. Ana haɗa sadarwar ta hanyar amfani da kwamfuta da wayoyin salula da IPad, wadda kyauta ake yin amfani da ita (https://meet.google.com). Malaman Hausa da ɗalibansu, suna iya shirya lokuttan da za su rinƙa haɗuwa, ana yin darasin Hausa ta mafani dandalin sadarwa na Google, watau “Google Meet.”

3.2.3 Yin Amfani da Blue Tooth

Shi ma “Bluetooth,” wani tsari ne na ƙirƙirarriyar fasaha wadda take tattare da lambatattun na’urorin sadarwa na zamani, wanda ake yin amfani da shi a wajen sadarwa ta musayar bayanai, ta hanyar iska, ba tare da amfani da waya ba. Hornby (2010), ya bayyan na’urar “Bluetooth,” a matsayin wata na’ura ta kimiyya wadda take a jikin “Kwamfuta,” da wayar salula ta ‘Tarho,” da wau makamantansu, wadda ake amfani da ita domin tura saƙwanni zuwa wasu na’urorin da suke kusa, ta cikin iska, ba tare da haɗa na’urorin (biyu ko fiye) da waya ba (sh.149). Akan iya tura saƙo daga Kwamfuta zuwa wata Kwamfuta ko daga Kwamfuta zuwa wayar salula ko daga wayar salulu zuwa wata wayar ko zuwa IPad da makamantan haka (https://electronics.howstuffworks.com). A wajen koya da koyar da darasin Hausa, malami yana iya tura wa ɗalibai darasin da zai koyar a cikin aji, daga Kwamfutarsa ko wayarsa ta hannu, zuwa Kwamfutacin ko wayoyin ɗalibai, domin karanta darasin da ɗa a koyar da su a nan take. Ko kuma, a tura masu wani aikin jinga na gida, wanda ake son ɗalibai su yi, kuma su sake tura wa malamin ta hanyar tushes hi daga Bluetooth zuwa watsapp na malami.

3.3 Yin Amfani da Na’urar Wayar Salula ta Hannu

Wayar “Salula” wata na’ura ce lambatacciya ta zamani, wadda take ɗauke da tsari na kimiyya da ake amfani da shi a wajen yin magana ko sadarwa na tazara mai nisa, ta cikin iska, ba tare da yin amfani da waya ba (Hornby, 2010, sh.1098). Haka kuma, ana yi mata laƙabi da sunan “Wayar-Tafi-da Gidanka (Mobile Phone), wadda ake iya ɗauka a yi yawo da ita, wadda ake iya amfani da ita, ta cikin iska, ba tar da an haɗa ta da waya ba (https://www.jumia.com.ng). Na’urar, tana yin aiki, kusan iri ɗaya da na “Kwamfuta.” Kazalika, na’urar wayar salula ta hannu, tana da nau’uka da yawa. To, amma, ana maga a kan mai injin “Anduroi. Ita wayar “Salula,” baya ga sadarwa ta magana, ana kuma ɗaukar hoto da ita ko rubuta rubutaccen saƙo a tura shi zuwa wata na’urar da take kusa ko nesa. Kazalika, tana rikoda wadda ake iya ɗaukar muryar wanda ake tattaunawa ko wata sadarwa da ita (https://www.3chub.com). Ita ma, ana iya mafani da ita a wajen koyo da koyar da darasin Hausa, a tsakanin malami da ɗalibansa, ta hanayar da duk aka yi bayanai akan yi da “Kwamfuta,” irin su amafani da “Google” da “Watsaap” da “Bluetooth” da makamantansu.

4.0 Kammalawa

A wannan sashe, an yi waiwayen aikin, sannan aka kawo bayanai na sakamakon bincike. Kazalika, an kawo bayanai na shawarwari a kan amfani da lambatattun na’urorin zamani. Daga arshe, an bayyana giɓin da ake ganin binciken yake da shi, domin wasu manazarta su iya shiga ciki, su faɗaɗa shi ko inganta shi, domin ya samu saiti na inganci fiye da yadda yake da shi a yanzu.

4.1 Waiwaye a kan Aikin

A cikin wannan takarda, an tattauna a kan lamurra guda biyu. Da farko, an yi gabatarwa ta aikin, a inda aka yi bayani na sharar fage (Background of the Study), da manufar gudanar da binciken (Research Aim and Objectiɓes), da hanyoyin da aka bi a wajen gudanar da binciken (Research Methodology), da ra’in da aka ɗora binciken a kai (Research Theory). Lamri na biyu, shi ne na gundarin aikin. A cikinsa an kawo bayanai guda biyu. Na farko, an bayyana wajibabbun lamurran da suka kamata malami da ɗalibi ya sani kafin shiga cikin zamanin amfani da “lambatattun na’urorin zamani,” a wajen koyo da koyar da Hausa. Sannan kuma, aka kawo bayanai na na’urori uku da ake yin amfani da su, da yadda ake yin amfani da su, a wajen koyo da koyar da darussan Hausa.

4.2 Shawarwari

Da farko, ana shawarta hukumomin Jami’o’i da Kwalejoji da Sakandarori da Firamarori, da su rinƙa sanya “Lambatattu Na’urorin Sadarwa na Zamani, a cikin muhallan ko Mnhajojin da ake koyar da ilimin Hausa. Abin nufi, su rinƙa sanya na’urorin da za rinƙa yin amfani da su, kamar irin “Projector” ko wuraren da za rinƙa yin koyo da koyarwa ta dandalin “Zoom,” domin ɗalibai da malamai su rinƙa yin amfai da su a wajen koyo da koyarwa.

Haka kuma, ana shawartar malamai da ɗalibai, da su yi ƙoƙari su mallaki na’urorin Kwamfuta da wayar “Salula,” domin su inganta hanyar koyo da koyar ta Hausa, irin ta wannan zamani, na “Lambatattun Na’urorin Sadarwa na Zamani. Idan so samu ne, a yi ƙoƙarin mallakarmasu injina na “Android,” domin su ne suke da abubuwan da za a iya amfani da su, a shiga cikin “Yanar-Gizo,” da wasu dandaloli (dandali-dandali) na sadarwa, masu bayar da damar gudanar da harkar koyo da koyar da darasin Hausa.

Wata Babbar shawara ita ce, malamai da ɗalibai su tabbatar da sun samu iyawa da gogewa a wajen yin amfani da ire-iren waɗannan “Lambatattun Na’urorin Sadarwa na Zamani.” Alal misali, idan malami bai iya ba, kuma bai koya ba, ɗaliban da suke da masaniya a kansu, za su raina shi, domin bai dace da zaman “ɗan zamani” ba. Yanzu fa muna cikin ƙaranin “Ƙaranta Yin amfani da Takardun Rubutu” (Paperless Era). Idan kuwa ɗalibi ne, zai fuskanci matsalar yin darasi, da yin aikin jinga, da kashe kuɗaɗe a wajen “buga” ayyukansa, na rubuta kundin bincikensa.

4.3 Sakamakon Bincike

A wannan bincike da aka gudanar, an gano cewar, a wannan zamani na lambatattun na’urorin sadarwa na zamani, yin amfani da su, a wajen harkokin koyo da koyar da darussan Hausa, zai haifar da sauƙi na rashin kashe kuɗaɗe a wajen yin amfani da takardu na ɗaukar darasi (notes) da bayar da “takardun karatu” (Handouts). Kenan, yin amfani da su zai dace da zamanin da ake ciki na “ƙarancin Yin Amfani da Takardu’ (Paperless Era).

Haka kuma, binciken ya gano cewa, amfani da lambatattun na’urorin sadarwa na zamani ya fi sanya ɗalibai fahimtar darasin Hausa, da gudanar da bincike-bincike, da adana bayanai a cikinsu, wadda ba gara, balle zago, a cikin sauƙi, fiye da tsohuwar hanyar amfani da takardun da ɗalibai bas u iya adana su, ko kuma gara da zago su cinye su.

 Kazalika, binciken ya gano cewa, kusan duk malamai da ɗaliban Hausa, sun mallaki ire-iren waɗannan na’urori, don haka, ana bayar da shawarar bin wannan sabuwar hanya a wajen koyo da koyar da ilimin Hausa a ciki makarantun ƙasar Hausa. Idan aka bi wannan shawara, zai sanya ɗalibai da malaman Hausa su rinƙa amfani da na’urorin a wajen harkar neman ilimi da gudanar da shi, maimakon shiga harkoki fanɗarewa da baɗalar da ba ta agazawa a wajen harkar koyo da koyar da ilimi.

Daga ƙarshe, binciken ya gano cewa, ashe tun tuni, akwai masana da suke da masaniya a kan zuwan wannan zamani na amfani da “Lambatattun Na’urorin Sadarwa na Zamani,” domin sun yi tambihi a kansa, wasu ma sun yi ayyukan goyon baya a kansa.

4.4 Giɓin Bincike

A dukkan bincike-binciken da aka yi, akan samu wasu wurre na giɓi, waɗanda binciken bai ce uffan ba. A tsari irin na bincike, ba ma kamar a Mazhabar APA-7 (2020), ta bayar da damar a bayyan tasgaron da aka samu, domin wasu su samu damar yin nasu bincike, don a faɗaɗa wandda aka yi, ko ma a shiga wani fanni daban, wand aba a taɓa ba, domin a yi shi. Wasud aga cikin giɓin da aka lura da shi a kan wannan bincike, sun haɗa da:

Giɓi na farko da aka samu a wannan bincike shi ne, binciken bai yi bayani a kan dukkan wasu lambatattun na’urorin da ake iya yin amfani da su a wajen harkar koyo da koyar da Hauda ba, irin su: DƁD da U-Tube da “home-teather” da makamantansu.

Giɓi na biyu shi ne, binciken bai fassara sunayen wasu “Lambatattun Na’urorin Sadarwa na Zamani” ba, daga harshensu na Turanci, zuwa na Hausa ba. To, wannan wani giɓi ne da aka bari, wasu kuma su samar da bayanai na fassarar sunayensu da Hausa. Abin sani shi ne, lamarin fassara, sai dai a yi wa Farfesa Hafizu Miko Yakasai addu’ar samun Aljannar Firdausi. Saura da me? Su Farfesa Salisu Ahamad Yakasai da Farfesa Sarɓi, duk suna cikin gudanar da ayyuka a kan wannan ire-iren fassara, har da wadda ake iya aron kalma sukutum ba tare da sauya mata ko da sauti ba, balle harafi. Allah Ya ƙara masu lafiya.

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