Issues with Social Media
Three questions to ask when discussing social media:
1. What are the educational opportunities and challenges arising from these developments?
Some of the main challenges arising from the utilization of social media could also be said to extend from the daily challenges of all social interactions. Though interaction through social media takes place online, it does not take place in a vacuum. Social media platforms such as Facebook and Twitter encourage social exchange and as such, we each bring our own issues to the interactions that we have. Through this, it is important to maintain the same notions of mutual respect and understanding that we attempt to foster in the physical environment, in the classroom, the community and beyond. Issues such as safety, privacy, professionalism and setting boundaries are areas of consideration when discussing the opportunities and challenges inherent in a social online setting. How we are able to deal with these issues best helps by establishing clear guidelines and expectations in the classroom. What remains for consideration is that while social media may be a well established mode of communication outside of the classroom, within the classroom it could be considered an emerging platform and as such, some understanding of social dynamics and fine tuning will be helpful to ensure a positive and safe experience with social media platofrms in the classroom.
2. How do these problems relate to activities across different areas of life – not only in formal educational institutions per se, but also in informal contexts and activities of learning?
As we are discussing the social implications of utilizing social media in the classroom, we must be aware of the vast spectrum of human social dynamics. Though we are participating in an online forum, we are still interacting in a way particular to our own social views, personalities and emotions. As such, for the opportunity to engage with social media in the classroom to have true value, we should look at ways in which we can foster social growth and discourse beyond the classroom across external social settings. The use of social media in the classroom can help build bridges to external community in ways that are relevant to the student and to the community.
3. Where do you think these technological and social trends are taking the field of education?
Technology and social trends are continually evolving and dynamic. Where we find ourselves at this moment may not look at all like the educational and social environment of the near future. It is an interesting question to ask and one that does not have an easy answer. Suffice it to say, teachers can do their students and their practice a service by remaining current on contemporary social trends and technology. Through this, we can provide for the best possible outcomes for our students as they engage with an ever-changing social landscape.
Safety-
Issues concerning "sexting", access to adult content, etc.
When discussing the introduction of social media platforms to the classroom, teachers should take into consideration the various safety concerns of using social media. Safety in utilization of social media takes on various forms such as inappropriate use of platforms for harassment or intimidation of other students. As social media allows for students to voice opinions, express dissent and generate discourse, the potential for conflict should be illustrated. In addition to externally occurring safety concerns in the school environment, (bullying, harassment, stalking, intimidation, fighting) the teacher should be aware of these kinds of behaviors in the realm of online social media platforms. Emphasis should be made to establish clear expectations of respectful online behavior, a zero-tolerance policy for cyber-bullying and an environment that encourages freedom of expression and open discourse in which students feel safe to express their opinions and beliefs.
Confidentiality-
Issues concerning establishing confidentiality, appropriate boundaries and online behavior, freedom of expression, does "freedom of press" enter into social media in the classroom?
The question of confidentiality goes beyond the confidentiality of the author to exploring the idea of protected speech in the classroom and beyond. With the increasing accessibility of information at an ever faster pace, it becomes important to question the relative safety of the student in voicing a dissenting opinion. As teachers, it remains our responsibility to both protect our students as well as encourage them to develop critical thinking skills and voice their insights in a way that encourages praxis and engaging discourse. By establishing an environment that encourages critical thinking and the right of participants to voice their opinions without fear of social reprisal, we are again developing an academic environment that encourages free speech.
Professionalism-
With increasing frequency, we are becoming interconnected at an ever expanding rate through online social media outlets. Our own online social networks continue to gain membership through the help of social media search engines. For the most part, we are able to connect with people in or on the periphery of our lives with ease. With this, the need to explore the issues concerning professional distance between teacher and student should be raised. The question teachers should consider is what kind of relationship should be nurtured between a teacher and student in the social media sphere. Do teachers allow their students or former students access to their own social media profile pages? Is there a case in which too much disclosure could damage the relationship and position between teacher and student? What should be the primary mode of communication between teacher and student? Again, the relationship between a teacher and a student is one of an adult and a child. Communication between both participants should be respectful, professional and allow for a healthy mentorship that fosters positive exchange. Teachers should examine their own social connections as well as their social media content to determine if their connections are professional. By establishing proper social media boundaries with students, the potential for limiting damaging situations is elevated above teachers who do not consider the implications of connecting to students in the social media sphere.
Cyber-bullying-
Issues concerning harassment and bullying through social media, social and emotional development of students, etc.
As cited by Graber (2012), "According to a 2010 study conducted by the Crimes Against Children Research Center, the percentage of children reporting physical bullying fell from 22 percent to 15 percent. Additionally, cyberbullying (bullying that occurs online) actually happens a third less than traditional bullying. While this is good news, even one case of bullying that causes harm to a child, cyber or otherwise, is one case too many." With this development, it is important to note that social media in the classroom and the school is an emerging phenomenon. As social media awareness and incorporation into the daily classroom routine expands, cyberbullying may come along with this expansion. As Graber cited, cyberbullying happens a third less than traditional bullying. However, as the students' daily online time is less than the total time concerning physical interaction in school, this statistic may be misleading if accounting for actual time online vs. actual time offline in the school environment. Either way, as Graber cites, "even one case of bullying... is one case too many" (2012).
With this in mind, Graber cites a need for the development of "digital awareness" among students and parents. Graber illustrates that, "Short of taking away mobile phones and computers until well after college graduation, what’s a parent to do? Well, according to a clinical report from the American Academy of Pediatrics (AAP) titled, “The Impact of Social Media Use on Children, Adolescents and Families,” the solution is “digital literacy,” both for students and their parents" (2012).
A digitally literate parent can help better prepare a child for an increasingly complex digital world. With the student exposed to digital literacy in multiple environments, the potential is built towards engendering the success of the student in the realm of social media, "digital literacy" across multiple environments and multiple functions.
Emphasis on consumerism in the classroom-
Issues concerning proximity to advertising in an educational environment- Is this a good thing? Social media as a free platform allows for immediate access to advertising tailored to individual consumer interests. Do we want to be competing for student attention in the classroom?
This issue may come down to an individual teacher's preference for student exposure to commercial and non-educational material in the classroom. These themes may be explored by discussing the importance of informed consumerism and consumer advocacy at an age appropriate level that can be illuminating for students to understand the level of advertising exposure that students are enmeshed in.
Copyright-
Re-posting ideas, pictures, music, video or text from other sources.
What is an original idea? Where do we draw the line from gathering the vast array of content on the internet to student-generated original content? Copyright infringement (and more traditionally, plagiarism in the classroom) are issues to discuss when thinking of collaboration and the spread of information in a social media setting. How do we, as teachers, encourage our students to share and contribute knowledge and content while maintaining clear expectations concerning copyright violations and plagiarism? Setting clear boundaries and clearly defining sources should be one part of social media platform expectations that teachers establish with their students. With the ease of "cut and paste" when displaying information, it is important to build good research and critical thinking skills in our students. Primary sources as well as understanding the carious sources used should be another aspect by which teachers can address issues of copyright infringement and the broader issue of gathering content to use in a social media setting.
1. What are the educational opportunities and challenges arising from these developments?
Some of the main challenges arising from the utilization of social media could also be said to extend from the daily challenges of all social interactions. Though interaction through social media takes place online, it does not take place in a vacuum. Social media platforms such as Facebook and Twitter encourage social exchange and as such, we each bring our own issues to the interactions that we have. Through this, it is important to maintain the same notions of mutual respect and understanding that we attempt to foster in the physical environment, in the classroom, the community and beyond. Issues such as safety, privacy, professionalism and setting boundaries are areas of consideration when discussing the opportunities and challenges inherent in a social online setting. How we are able to deal with these issues best helps by establishing clear guidelines and expectations in the classroom. What remains for consideration is that while social media may be a well established mode of communication outside of the classroom, within the classroom it could be considered an emerging platform and as such, some understanding of social dynamics and fine tuning will be helpful to ensure a positive and safe experience with social media platofrms in the classroom.
2. How do these problems relate to activities across different areas of life – not only in formal educational institutions per se, but also in informal contexts and activities of learning?
As we are discussing the social implications of utilizing social media in the classroom, we must be aware of the vast spectrum of human social dynamics. Though we are participating in an online forum, we are still interacting in a way particular to our own social views, personalities and emotions. As such, for the opportunity to engage with social media in the classroom to have true value, we should look at ways in which we can foster social growth and discourse beyond the classroom across external social settings. The use of social media in the classroom can help build bridges to external community in ways that are relevant to the student and to the community.
3. Where do you think these technological and social trends are taking the field of education?
Technology and social trends are continually evolving and dynamic. Where we find ourselves at this moment may not look at all like the educational and social environment of the near future. It is an interesting question to ask and one that does not have an easy answer. Suffice it to say, teachers can do their students and their practice a service by remaining current on contemporary social trends and technology. Through this, we can provide for the best possible outcomes for our students as they engage with an ever-changing social landscape.
Safety-
Issues concerning "sexting", access to adult content, etc.
When discussing the introduction of social media platforms to the classroom, teachers should take into consideration the various safety concerns of using social media. Safety in utilization of social media takes on various forms such as inappropriate use of platforms for harassment or intimidation of other students. As social media allows for students to voice opinions, express dissent and generate discourse, the potential for conflict should be illustrated. In addition to externally occurring safety concerns in the school environment, (bullying, harassment, stalking, intimidation, fighting) the teacher should be aware of these kinds of behaviors in the realm of online social media platforms. Emphasis should be made to establish clear expectations of respectful online behavior, a zero-tolerance policy for cyber-bullying and an environment that encourages freedom of expression and open discourse in which students feel safe to express their opinions and beliefs.
Confidentiality-
Issues concerning establishing confidentiality, appropriate boundaries and online behavior, freedom of expression, does "freedom of press" enter into social media in the classroom?
The question of confidentiality goes beyond the confidentiality of the author to exploring the idea of protected speech in the classroom and beyond. With the increasing accessibility of information at an ever faster pace, it becomes important to question the relative safety of the student in voicing a dissenting opinion. As teachers, it remains our responsibility to both protect our students as well as encourage them to develop critical thinking skills and voice their insights in a way that encourages praxis and engaging discourse. By establishing an environment that encourages critical thinking and the right of participants to voice their opinions without fear of social reprisal, we are again developing an academic environment that encourages free speech.
Professionalism-
With increasing frequency, we are becoming interconnected at an ever expanding rate through online social media outlets. Our own online social networks continue to gain membership through the help of social media search engines. For the most part, we are able to connect with people in or on the periphery of our lives with ease. With this, the need to explore the issues concerning professional distance between teacher and student should be raised. The question teachers should consider is what kind of relationship should be nurtured between a teacher and student in the social media sphere. Do teachers allow their students or former students access to their own social media profile pages? Is there a case in which too much disclosure could damage the relationship and position between teacher and student? What should be the primary mode of communication between teacher and student? Again, the relationship between a teacher and a student is one of an adult and a child. Communication between both participants should be respectful, professional and allow for a healthy mentorship that fosters positive exchange. Teachers should examine their own social connections as well as their social media content to determine if their connections are professional. By establishing proper social media boundaries with students, the potential for limiting damaging situations is elevated above teachers who do not consider the implications of connecting to students in the social media sphere.
Cyber-bullying-
Issues concerning harassment and bullying through social media, social and emotional development of students, etc.
As cited by Graber (2012), "According to a 2010 study conducted by the Crimes Against Children Research Center, the percentage of children reporting physical bullying fell from 22 percent to 15 percent. Additionally, cyberbullying (bullying that occurs online) actually happens a third less than traditional bullying. While this is good news, even one case of bullying that causes harm to a child, cyber or otherwise, is one case too many." With this development, it is important to note that social media in the classroom and the school is an emerging phenomenon. As social media awareness and incorporation into the daily classroom routine expands, cyberbullying may come along with this expansion. As Graber cited, cyberbullying happens a third less than traditional bullying. However, as the students' daily online time is less than the total time concerning physical interaction in school, this statistic may be misleading if accounting for actual time online vs. actual time offline in the school environment. Either way, as Graber cites, "even one case of bullying... is one case too many" (2012).
With this in mind, Graber cites a need for the development of "digital awareness" among students and parents. Graber illustrates that, "Short of taking away mobile phones and computers until well after college graduation, what’s a parent to do? Well, according to a clinical report from the American Academy of Pediatrics (AAP) titled, “The Impact of Social Media Use on Children, Adolescents and Families,” the solution is “digital literacy,” both for students and their parents" (2012).
A digitally literate parent can help better prepare a child for an increasingly complex digital world. With the student exposed to digital literacy in multiple environments, the potential is built towards engendering the success of the student in the realm of social media, "digital literacy" across multiple environments and multiple functions.
Emphasis on consumerism in the classroom-
Issues concerning proximity to advertising in an educational environment- Is this a good thing? Social media as a free platform allows for immediate access to advertising tailored to individual consumer interests. Do we want to be competing for student attention in the classroom?
This issue may come down to an individual teacher's preference for student exposure to commercial and non-educational material in the classroom. These themes may be explored by discussing the importance of informed consumerism and consumer advocacy at an age appropriate level that can be illuminating for students to understand the level of advertising exposure that students are enmeshed in.
Copyright-
Re-posting ideas, pictures, music, video or text from other sources.
What is an original idea? Where do we draw the line from gathering the vast array of content on the internet to student-generated original content? Copyright infringement (and more traditionally, plagiarism in the classroom) are issues to discuss when thinking of collaboration and the spread of information in a social media setting. How do we, as teachers, encourage our students to share and contribute knowledge and content while maintaining clear expectations concerning copyright violations and plagiarism? Setting clear boundaries and clearly defining sources should be one part of social media platform expectations that teachers establish with their students. With the ease of "cut and paste" when displaying information, it is important to build good research and critical thinking skills in our students. Primary sources as well as understanding the carious sources used should be another aspect by which teachers can address issues of copyright infringement and the broader issue of gathering content to use in a social media setting.
Bibliography
Chau, H., & Nguyen, S. (2010, October). The Future of Consumerism and Social Media. Retrieved August 6, 2012, from http://www.unswbmedia.org/mdia1001/?p=11063
City Issues Guidelines for Use of Social Media in the Classroom. (2012, May 1). Retrieved August 6, 2012, from http://nyconvergence.com/2012/05/city-issues-guidelines-for-use-of-social-media-in-the-classroom.html
Hancock, M. (2011, December 26). Social Media in the Classroom: The Digital Safety Debate (PART 1 OF 3).Retrieved August 6, 2012, from http://www.ikeepsafe.org/educational-issues/ social-media-in-the-classroom-the-digital-safety-debate-part-1-of-3/
Hancock, M. (2011, December 26). Social Media in the Classroom: The Digital Safety Debate (PART 2 OF 3). Retrieved August 6, 2012, from http://www.webroot.com/En_US/consumer/articles/family-social-media-in-the-classroom-part-2-of-3
Hancock, M. (2011, December 26). Social Media in the Classroom: The Digital Safety Debate (PART 3 OF 3). Retrieved August 6, 2012, from http://www.webroot.com/En_US/consumer/articles/family-social-media-in-the-classroom- part-3-of-3
Quigley, D. (n.d.). Dealing with Technology in the Classroom. Retrieved August 6, 2012, from http://www.teachervision.fen.com/internet-safety/teacher-tips/63634.html
City Issues Guidelines for Use of Social Media in the Classroom. (2012, May 1). Retrieved August 6, 2012, from http://nyconvergence.com/2012/05/city-issues-guidelines-for-use-of-social-media-in-the-classroom.html
Hancock, M. (2011, December 26). Social Media in the Classroom: The Digital Safety Debate (PART 1 OF 3).Retrieved August 6, 2012, from http://www.ikeepsafe.org/educational-issues/ social-media-in-the-classroom-the-digital-safety-debate-part-1-of-3/
Hancock, M. (2011, December 26). Social Media in the Classroom: The Digital Safety Debate (PART 2 OF 3). Retrieved August 6, 2012, from http://www.webroot.com/En_US/consumer/articles/family-social-media-in-the-classroom-part-2-of-3
Hancock, M. (2011, December 26). Social Media in the Classroom: The Digital Safety Debate (PART 3 OF 3). Retrieved August 6, 2012, from http://www.webroot.com/En_US/consumer/articles/family-social-media-in-the-classroom- part-3-of-3
Quigley, D. (n.d.). Dealing with Technology in the Classroom. Retrieved August 6, 2012, from http://www.teachervision.fen.com/internet-safety/teacher-tips/63634.html