Header image: KF personal photo
February 9, 2021
The Teaching Council (Ireland) released their Guidance for Registered Teachers about the use of Social Media and Electronic Communication
This is directly related to the Social Media Policy in K-12 in British Columbia project that I started with the UBC Centre for the Study of Teacher Education last December.
Initial thoughts:
Nothing surprising or especially progressive. It’s helpful, as it sets out to be, in as much as it reminds/highlights the need for teachers to be careful online, but it still reverts the major challenge of navigating the “grey areas” to individual schools which may or may not have policies in place.
Some points:
The definition of social media provided is helpful and the expansion later to include “electronic communication” (email, SMS, messaging platforms) covers all range of platforms/media where care needs to be taken. SMS is interesting: as I pointed out here, “This expectation of greater privacy and confidentiality through communicating through SMS is, perhaps, one of the reasons why this is so prevalent in the [Discipline Outcomes].”
“The context for this document was that the Investigating Committee noticed an increase in the number of Fitness to Teach complaints in relation to teachers’ use of social media/electronic communication in the context of communications within and outside the course of their teaching profession.”
It is a pity it took so long for such a document to be prepared; it is obviously a reactive, rather than proactive, approach to this challenge. The question is whether the development of social media policies in individual schools will be similarly reactive (i.e. they will only be developed after sufficient harm to underscore the need has been done to pupils/students.
“This guidance seeks to support teachers in continuing to make the best use of electronic communication and social media tools.”
It is great to see that the benefits of social media and the belonging to closed professional networks is highlighted. Social media is not “the problem”: like fire, social media makes a great servant but a poor master. One needs to keep control over how we are discovered online so as to manage our informational self-determination. The disaggregation of the self over many platforms leaves us vulnerable, so we need to take more care over our “digital tattoos”: digital redemption, like physical tattoo removal, is usually painful and expensive.
The mention of “those who may be seeking registration in the future should” and “potential employees” reminds us that our digital tattoo can create barriers to our professional development. Retroactive examination of our online presence after gaining employment can also impede our progress or lead to more serious consequences.
“Social media communication encourages casual dialogue. Comments or posts can be misconstrued or manipulated.”
- This is especially true in the current situation where educators may be communicating online more regularly with students. The online disinhibition effect can incrementally erode professional boundaries and lead to educator making poor choices compromising them professionally and harming those in their care.
“It is intended that this Guidance document be reviewed and updated periodically.”
- I will “watch this space” carefully. This document should be updated annually to generate awareness of and discussion on this issue.