Using Social Online Networks in Teaching

Social Media in my Classroom   

"Social media can bring learning to life by summoning up different times, spaces, characters and possibilities." 

Reflecting on my use of social media in the classroom context, I think it is an area I am just beginning to fully explore. I teach a class of Y4-6 learners in a BYOD collaborative classroom where two-thirds of the children are new to this environment and are learning how to manage this connectivity. 

As a teacher in a BYOD environment, I have a responsibility to educate my students in Digital Citizenship. Accessing appropriate sites is a part of this, however thinking about their digital footprint, online conduct and their personal responsibilities to themselves and others are important concepts. 

I am using the Seesaw application as a scaffolded approach to support and guide students' choices when using social media sites. Students have been guided through using Seesaw by following the step by step implementation plan. This involves learners carefully considering what they are posting and providing descriptive captions detailing this. Thoughtful posting is the first step to the appropriate use of social media. 

As part of the Chapter Chat programme, we attempted to take advantage of the Twitter feed opportunity offered for a specific timeframe each week. Unfortunately, we often encountered unforeseen changes in whole school activities which meant we missed these live feeds, and in the end decided we couldn't reliably participate. In fact, our programme got so busy we also found it difficult to maintain the momentum of weekly reading and activities. 

Benefits of adding a Social Media component to existing practice and Potential Challenges

The setting I have chosen on Seesaw allows parents and teachers to like, love, question and comment on learners posts, providing the desired engagement and role modelling of appropriate online behaviours. The next step is to allow learners to be able to like and comment on each other's posts. Seesaw provides a safe and monitored environment for students to learn how to comment thoughtfully, and see how their comments have an impact on others and vice versa. Having this guided practice will hopefully result in positive benefits for future online interactions as their exposure to social media sites grows.

In her video file, Kath Cassidy (2013) discusses her use of Twitter and Blogs in the classroom. She identifies positive benefits from this interaction. Her students are learning empathy and have a different view of the world they wouldn't otherwise have had without their online connection. They will work in a world where communication with those who live in other countries will be the norm. Guided use of Twitter and Blogging in the classroom is showing them a safe and effective way to do this.

I can also see the benefits of re-introducing Twitter.  Empowering students to connect with others outside their immediate community is the logical progression and will enable them to put into practice the positive behaviours they have gained in the supportive Seesaw environment. Opportunities to link with other learners on a global scale would be both highly engaging and invaluable learning. 

Extending the Seesaw digital portfolio by exploring personal blogs would also be beneficial. Ongoing access to the current portfolios relies on the Seesaw teacher account remaining current, however, personal blogs would not have this limitation. Students can extend their blogging skills learnt through Seesaw with another real world social media platform.

As with all classroom online activity, it will be challenging monitoring appropriate participation. There will always be learners who will make poor choices despite having the knowledge to do otherwise. 

References

Sharples, M., de Roock , R., Ferguson, R., Gaved, M.,Herodotou, C., Koh, E., Kukulska-Hulme, A., Looi,C-K, McAndrew, P., Rienties, B., Weller, M., Wong, L. H. (2016). Innovating Pedagogy 2016: Open University Innovation Report 5. Milton Keynes: The Open University. Retrieved from http://proxima.iet.open.ac.uk/public/innovating_pedagogy_2016.pd

Tvoparents. (2013, May 21). Using Social Media in the Classroom.[video file]. Retrieved from https://www.youtube.com/watch?v=riZStaz8Rno

Legal and Ethical contexts in my digital practice

"Public school educators are held to high standards of behaviour because they are entrusted with the well-being of their students. The public expects that their behaviour exemplifies ethical and moral integrity. Teachers serve as role models who should recognise that their conduct, both on and off the job, can profoundly impact their professional image." (Connecticut's Teacher Education and Mentoring Program, 2012)

The virtually unlimited access to technology and the prolific use of this for social networking is defining this generation of learners. The ethical dilemma I would like to explore is the potential impact of my own personal social networking on my professional life.

"Social networking applications expose teachers' out-of-school identities and their networks to a greater degree of scrutiny by their students, colleagues and school communities." (Henderson, Auld and Johnson, 2014)

Our school has a Responsible Use Agreement for staff members. It states the importance of understanding that our professional and ethical obligations extend to our online behaviours and that these are as applicable as our daily interactions with students and whanau in and outside of school. It is also our individual responsibility when using ICT to ensure our actions are within the law. For further information, the document has links to Netsafe, Commonsense Media and The Teachers' Council Code of Ethics.

The Teachers' Educational Council has a website which provides guidelines for the use of social media. We need to consider:

• our digital footprint and the fact that we may be judged by people we don't know based on how we portray ourselves online. 
• how we want to be presented and how we may appear to others through our online use. 
• we are viewed as role models by wider society and to think carefully how we represent ourselves when using social media.

An informal conversation with a parent in my community brought to my attention the need for online caution when I discovered that not only were parents viewing my Facebook page, but some were doing this with their children, who were students in my Y5/6 class. 

Possible issues and concerns

• Online posts are reaching beyond the intended adult audience/friends on Facebook with people who are not "friends" and students are able to search the platform and view my page. 
• Material posted may not be appropriate for parents or students to see.

Potential violation of my school guidelines

• My online activity could be perceived as role modelling inappropriate behaviour and in violation of the guidelines of our school's Responsible Use Agreement.

Potential Negative Consequences

• Posts could be shared amongst parents and students with a resulting negative impact on how students and parents see my, and potentially the school's professionalism.
• If I was inclined to post inappropriate material I could jeopardise my teaching position.

Proactive Measures

• Have appropriate privacy settings to limit accessibility.
• Be mindful of posting only material that respects guidelines outlined in the school's Responsible use Agreement.
• Have a professional and a personal /private online identity.

The Code of Ethics for Certificated Teachers states that we must have a commitment to the profession. "teachers shall exert every effort to maintain and raise professional standards, to promote a climate that encourages the exercise of professional judgement." 
In this age of digital accessibility and social networking applications, we are far more in the public eye than ever before. Social media has blurred the line between private and professional. We need to be vigilant and considered to ensure our digital footprint upholds the professional standards expected of our positions.   

References

Connecticut’s Teacher Education and Mentoring Program.(2012) Ethical and Professional Dilemmas for Educator: Facilitator’s Guide. Retrieved from http://www.ctteam.org/df/resources/Module5_Manual.pdf

Educational Council New Zealand. Code of Ethics for Certificated Teachers. Retrieved from
https://educationcouncil.org.nz/content/about-code-of-ethics

Henderson, M., Auld, G., & Johnson, N. F. (2014). Ethics of Teaching with Social Media. Paper presented at the Australian Computers in Education Conference 2014, Adelaide, SA. Retrieved from http://acec2014.acce.edu.au/sites/2014/files/attachments/HendersonAuldJohnson_EthicalDilemmas_ACEC_2014_0.pdf

WM Staff Acceptable Use Agreement - Cybersafety (2015)

Indigenous Knowledge and Cultural Responsiveness in my Practice

In Teaching Tolerance (2010) culture is defined as a human beings world views, beliefs and values - the filters that help us to make sense of the world.

When considering our cultural responsibility Bishop (2012) refers to Article Three of the Treaty of Waitangi - that Maori were guaranteed the opportunity to benefit from being citizens of the new society. He believes, without a doubt, that they have not been able to do so. He examines the achievement gap between Maori and non-Maori comparing it to a fiscal deficit (large scale debt) which has accumulated over a period of time. New Zealand society has a large scale debt to those who have not been able to achieve in our education system to the level they should have been able to. He cites the deficit or "non-agentic" theory - there is something wrong with the Maori people themselves - as being somewhat responsible for this. 

I am of the opinion that this theory is generational and historical, that the deficit was created in the past and we are now tasked with closing the achievement gap. Bishop believes "agendic" teachers are the key to making a difference for Maori students. Teachers who possess agency are able to:

• create a learning context where Maori can bring themselves to the learning conversation and draw upon their own funds of knowledge.
• promote interactions with Maori, feedback/feedforward and co-construct learning.
• use a range of teaching strategies effectively.
• have high-performance expectation of Maori.
• are learners among learners.
• create relationship centred education (caring for people, caring that they learn and are able to learn through positive relationships).

Teaching Tolerance (2010) also prioritises making appropriate linkages to what students know, do and understand by making connections through "lived cultural experiences", or building on prior cultural knowledge. 

At the heart of culturally responsive pedagogies in New Zealand sits the Ministry of Education document "Ka Hikitia - Accelerating Success 2013 - 2017". This document sets out a framework for what is needed to ensure Maori students are enjoying and achieving educational success as Maori.

My Practice Focus - Learning Activities/Communication

Activities and lessons that support diverse cultural backgrounds and languages, and meaningful instruction that links to the students' prior experience/backgrounds:

• Developing and communicating cultural identity through learning about, creating and sharing mihis. I have introduced mihis into our school-wide Celebrations of Learning. This has created a sense of belonging, pride and achievement for those involved.
• Wero o te Wiki is an initiative where students film short video clips demonstrating the Maori phrase of the week. This is a positive way of bringing language into the classroom context.  
• Teaching growth mindset to develop student self-efficacy. The Maori Education Strategy – “Kahikitia Accelerating Success 2013-2017” recognises and supports the growth mindset theory in raising achievement for its students. It speaks specifically about developing mindset characteristics by prioritising the need to support Maori students’ to believe in themselves and their potential. (Ministry of Education, 2013 p. 38) 
• Problem Based Maths programme draws on learners' prior experiences and encourages learner agency through collaboration, mixed ability grouping and differentiated approach.

Where to next:

In reflecting on my practice I have identified the following for further development:

• Introduce whakatauki (proverbs) and karakia as part of our daily programme and have learners involved in choosing whakatauki.
• Recognise opportunities to provide more learning contexts where learners can bring themselves to the learning conversation and draw upon their own funds of knowledge.
• I am intrigued by the term 'lived cultural experiences' and would like to learn more about this.

References

Edtalks.(2012, September 23). A culturally responsive pedagogy of relations. [video file].Retrieved from https://vimeo.com/49992994

Ministry of Education. (2013). Kahikitia Accelerating Success 2013 – 2017. Retrieved from https://www.education.govt.nz/assets/Documents/Ministry/Strategies-and- policies/Ka-Hikitia/KaHikitiaAcceleratingSuccessEnglish.pdf 

Teaching Tolerance.( 2010, Jun 17).Introduction to Culturally Relevant Pedagogy.[video file]. Retrieved from https://www.youtube.com/watch?v=nGTVjJuRaZ8

 

 

Trend influencing education in New Zealand or internationally

Climate Change and Sustainability

Reading the facts presented in "Global Trends Paradox of Progress" (2017) was a sobering experience. This led me to consider how to engage our learners in the issues of climate change and sustainability, and how we can educate them to actively care about the impact of this on their planet.

My school is becoming a Silver Enviro School. With this distinction comes an increased commitment from the wider school to foster a higher degree of sustainable habits. As one example, we have introduced a four bin rubbish system in each community. Students are educated to use grey for paper; orange for mixed recycling; red for general rubbish and another for fruit and vegetable scraps for our worm farm and my pig!

Analysing the Trend

"Our natural world is at risk. Projected average temperature increases of just a few degrees would lead to water shortages for billions of people, reduce agricultural yields, and increase malnutrition related deaths by millions and lead to the extinction of a large part of the animal species." (OECD, 2016). 

A report by the National Intelligence Council (2017) identified the following issues:

1. According to the UN, half of the world's population will face water shortages by 2035. Rising populations are leading to increased consumption and expanding agricultural production which will exceed current water supplies.
2. Over time, ice melt in Antarctica and the Arctic will accelerate the rise in sea levels.
3. Over a third of the world's soil, which produces 95% of the food supply, is losing its productivity. This is predicted to increase as the world's population grows. It is already taking place at a rate 40 times faster than the formation of new soil. 
4. Climate change will intensify the loss and degradation of habitats, pollution, overexploitation and invasive foreign species. This will harm forests, fisheries, wetlands, with ocean ecosystems facing critical risks from acidifying and warming waters. Climate change will cause more extreme weather events resulting in crop failures, wildfires, power failures and infrastructure breakdown.
5. By 2035, air pollution is forecast to be the main cause of environmentally related deaths internationally. According to the World Health Organisation, more than 80% of people who live in cities are already being exposed to air pollution in excess of safe limits. Just over fifty percent of the global population currently reside in cities, this is predicted to rise to two-thirds by 2050.

Climate change will become fundamental in how we view our world. Over time the impact of global warming will disrupt societies and alter how and where people live as sea levels rise, precipitation patterns change, air pollution becomes a critical health issue and our natural resources become more depleted. 

Classroom Implications

The question is asked in OECD (2016) report "How well do young people develop an awareness of the connections between their daily decisions and possible long-term consequences, not just for themselves as individuals but for society as a whole." 

It is our responsibility to educate our learners about our impact on our planet, to encourage them to think beyond themselves, and to develop programmes that demonstrate the positive difference their actions can make. 

The nationwide adoption of a programme such as Enviro School's to educate and encourage an active role in sustainable practices would increase student awareness, as would scientific inquiries into the effects of climate change through investigating innovative practices, for example, in sustainability planting native species to support biodiversity and reducing greenhouse emissions through renewable energies. Continuing to encourage collaborative practices amongst our future leaders as co-operation on a global scale is required to ensure a significant impact is realised on these issues.

References

OECD. (2016) Trends Shaping Education 2016, OECD Publishing, Paris.
DOI: http://dx.doi.org/10.1787/trends_edu-2016-en

National Intelligence Council. (2017). Global trends: The Paradox of Progress. National Intelligence Council: US. Retrieved from https://www.dni.gov/files/images/globalTrends/documents/GT-Main-Report.pdf