How it related to us, and could relate to you

An issue such as this would be a common occurrence with young graduate teachers, with many likely to find themselves in a similar situation as Miss Hawkins at one point or another.

Even as a PST one of our group members found themselves in an unexpected situation involving a social media interaction with a student. Prior to starting the practicum they made a conscious effort to change all settings on all social media to ‘private’, even going as far as to change their surname on Facebook in order to limit and restrict searches of the account. While on their first practicum, they found themselves building positive and friendly relationships with some students in a year 11 class. In regards to their teaching, this had positive effects in how the classes were managed. There was a certain level of respect and cooperation with a majority of the class. However, the weekend that they had finished placement, a student tracked down their personal Instagram account and had attempted to ‘follow’ or ‘befriend’ them.

When they first saw the request on Instagram, their initial yet brief thought was to accept. However, after further thinking it over, they decided, and rightfully so in the group’s opinion, declined. Even though the practicum at that particular school was completed, they still identified the risk, all be it minimum, that befriending a student on social media posed. They realised that while within their social media platforms they had nothing to hide in relation to content, it could still have negative repercussions. Taken out of context or misinterpreted some photos and content could potentially circulate among students, parents and guardians or maybe even teachers and other professionals. This could hinder negatively towards their reputations and integrity as an aspiring educator.

The view of this group member, which is shared by others, is that social media has no place in the classroom.

Another group member found that Facebook was a useful tool that they have successfully implemented in their media disability class. They found the platform to be a convenient method to communicate and share with students, as they all come from different schools.

As a photographer and film maker, the same group member operates a public Instagram account, which includes personal photos of family and friends. The PST is careful when self-regulating what is shared on the social media tool. Having taught photography during teaching rounds they now have students that are keen photographers following their Instagram account, and in turn follows the students.

The point made by this group member is that social media is a useful tool that needs to be properly regulated by the school, in order to avoid confusion between personal and teacher/ student relationships.

The practices of both of these PSTs, as well as other group members, demonstrates the differences in views and experiences across the board. As such the use of social media in the classroom is not something that can be disregarded; every school, and every teacher will have their own view.