ICT was not used appropriately

Standard 4 of APST states that teachers must ‘Create and maintain supportive and safe learning environments’. Of particular relevance is section 4.5 ‘Use ICT safely, responsibly and ethically’.

We saw in the example that Miss Hawkins has used social media to engage inappropriately with students; to the point where she has agreed to meet with two year 9 boys, alone, outside of a professional setting.

VTPCC Principle 1.5 states that: ‘teachers are always in a professional relationship with the students in their school, whether at school or not’, relevant sections include part B and D of Section 1: ‘a professional relationship will be violated if a teacher:’

Given her position as a teacher, Miss Hawkins violated this principle when she chose to make her Facebook profile public without ensuring that her posts were appropriate for public display. The profile included images of herself at parties and clubs; these images were then made available to her students, not only because of her public settings, but because she chose to use Facebook as a class resource. As a result Miss Hawkins has exposed students to inappropriate material through ICT, violating part B, Section 1 of principle 1.5 ‘Uses sexual innuendo or inappropriate language and/or material with students’.

Furthermore, part D of Section 1 addresses that this principle is applicable when a teacher “holds conversations of a personal nature or has contact with a student via written or electronic means including emails, letters, telephone, text messages or chat lines, without a valid context”. We feel that with the ever changing nature of communication, it is reasonable to assume that this section would include social media platforms (and ultimately Facebook) as a portion of electronic means.

Ms Hawkins did not have a valid teacher / student context for the social media interaction, so this could be a serious matter and be taken further by a school. If a male teacher was to be invited to a female student’s party or even invited to a party that many girls were going to it would be potentially seen as more inappropriate.  As Ms Hawkins is a young woman it makes us focus on the ethical dilemma and relationship between student and teacher. Maintaining distance into private lives is important for both the student and the teacher.

Our Findings

The following posts will address our findings regarding Miss Hawkins actions, based on the relevant frameworks. 

Relevant Areas of Frameworks

Victorian Teaching Professional Code of Conduct (VTPCC)

It is important that when presented with a question of how to act within a professional scenario, we consider the Teaching Code of Conduct. Frameworks such as this always provide a substantial guide to decipher what an appropriate action may be in response to any sort of polarising stimuli.

Section 1: Professional Conduct

PRINCIPLE 1.5: TEACHERS ARE ALWAYS IN A PROFESSIONAL RELATIONSHIP WITH THE STUDENTS IN THEIR SCHOOL, WHETHER AT SCHOOL OR NOT

Teachers hold a unique position of influence and trust that should not be violated or compromised. They exercise their responsibilities in ways that recognise that there are limits or boundaries to their relationships with students. The following examples outline some of those limits.

A professional relationship will be violated if a teacher:

b) Uses sexual innuendo or inappropriate language and/or material with students

d) Holds conversations of a personal nature or has contact with a student via written or electronic means including email, letters, telephone, text messages or chat lines, without a valid context

A professional relationship may be compromised if a teacher:

a) Attends parties or socialises with students

Section 2: Personal Conduct

PRINCIPLE 2.1: THE PERSONAL CONDUCT OF A TEACHER WILL HAVE AN IMPACT ON THE PROFESSIONAL STANDING OF THAT TEACHER AND ON THE PROFESSION AS A WHOLE

Although there is no definitive boundary between the personal and professional conduct of a teacher, it is expected that teachers will:

a) Be positive role models at school and in the community

Australian Professional Standards for Teachers (APST)

The Australian Professional Standards for Teachers is also another framework that a graduate teacher may consider referring back to when they are finding it difficult to navigate how to respond to a certain interaction that arises with them and their students. These are standards that each graduate teacher should be fairly exposed to by the time they reach the classroom, as it is expected that a portfolio of these standards is completed prior to graduating.

Professional Practice

STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS

4.4 Maintain student safety

Describe strategies that support students’ wellbeing and safety working within school and/or system, curriculum and legislative requirements.

4.5 Use ICT safely, responsibly and ethically

Demonstrate an understanding of the relevant issues and the strategies available to support the safe, responsible and ethical use of ICT in learning and teaching.

Professional Engagement

STANDARD 7: ENGAGE PROFESSIONALLY WITH COLLEAGUES, PARENTS/CARERS AND THE COMMUNITY

7.1 Meet professional ethics and responsibilities

Understand and apply the key principles described in codes of ethics and conduct for the teaching profession.

7.2 Comply with legislative, administrative and organisational requirements

Understand the relevant legislative, administrative and organisational policies and processes required for teachers according to school stage.

Principles of Learning and Teaching (POLT)

These principles allow pre-service, graduate and experienced teachers to reflect on their professional practice and work to improve their pedagogical stance. They are especially important in evaluating the decisions that we make both in, and outside of the classroom.

PRINCIPLE 1: THE LEARNING ENVIRONMENT IS SUPPORTIVE AND PRODUCTIVE.

In learning environments that reflect this principle the teacher:

1.1) builds positive relationships through knowing and valuing each student

1.2) promotes a culture of value and respect for individuals and their communities

PRINCIPLE 2: THE LEARNING ENVIRONMENT PROMOTES INDEPENDENCE, INTERDEPENDENCE AND SELF-MOTIVATION.

In learning environments that reflect this principle the teacher:

2.2) uses strategies that build skills of productive collaboration.

PRINCIPLE 3: STUDENTS' NEEDS, BACKGROUNDS, PERSPECTIVES AND INTERESTS ARE REFLECTED IN THE LEARNING PROGRAM.

In learning environments that reflect this principle the teacher:

3.2) uses a range of strategies that support the different ways of thinking and learning

3.3) builds on students' prior experiences, knowledge and skills

3.4) capitalises on students' experience of a technology rich world.

PRINCIPLE 4: STUDENTS ARE CHALLENGED AND SUPPORTED TO DEVELOP DEEP LEVELS OF THINKING AND APPLICATION.

In learning environments that reflect this principle the teacher:

4.1) plans sequences to promote sustained learning that builds over time and emphasises connections between ideas

4.6) uses strategies to foster imagination and creativity.

PRINCIPLE 6: LEARNING CONNECTS STRONGLY WITH COMMUNITIES AND PRACTICE BEYOND THE CLASSROOM.

In learning environments that reflect this principle the teacher:

6.1) supports students to engage with contemporary knowledge and practice

6.2) plans for students to interact with local and broader communities and community practices

6.3) uses technologies in ways that reflect professional and community practices.

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.

Our Stance

It is in our personal and professional opinion that Miss Hawkins has acted inappropriately. Even as Pre Service Teachers (PST) with an evolving pedagogical stance on education revolving around building positive relationships with students, we really do believe you must draw a line with both your personal and professional life. Miss Hawkins has seemed to overstep the ‘line’ in this case.

There is no doubting social media has a heavy presence in society today, so it is important that educators identify both the correct and incorrect ways to use it. It can be a tricky situation to judge with certain aspects of Australian educational regulations being somewhat subjective and can be interpreted differently from one individual to another.

It is our belief that if Miss Hawkins wished to use Facebook, or any social media, for class purposes she should treat her profiles as a professional platform; strictly regulating the information that she chooses to share. By failing to do so Miss Hawkins has put the school’s reputation at risk as well as her own reputation amongst parents, students and colleagues.

The Issue

The scenario that has been provided sees a young female teacher receiving a Facebook invite to a ‘local rave party’ from two of her male year 9 students. It is of interest to note that the invite to this party was advertised publicly, and as mentioned the party was local, so it is possible that being an ‘avid partygoer’ Miss Hawkins may still have seen the event invitation through her own Facebook and decided to click ‘attending’. Such a scenario would certainly bring into question a variety of issues, as to the ethical duty of teachers at public events.

This, however, is not that case that we are looking at. It happens that Miss Hawkins had two students, which were in her duty of care, send her an invite to a party, which she then accepted.

The other issue that we are looking at is Miss Hawkins actual Facebook profile; which was set to public and depicted personal images of her at ‘clubs and parties’.

In addressing these issues we will consider the conduct of Miss Hawkins through reference to professional frameworks, which are put in place to shape and guide the actions of professional educators.

We will assess whether the actions of Miss Hawkins crosses the line between professional and personal behaviour, the appropriateness of her public Facebook profile, and the possible violation of principles set out in relevant frameworks.

The Case Study

Social media and electronic communication in general have become the norm when it comes to sharing information and communication, hence it is important that teachers and students understand the unwritten rules and ethical dilemmas related to communication via web2.0 technologies to prevent unwanted consequences. The following scenario provides an example of an ethical dilemma related to the use of online social networks between teachers and students.

Miss Hawkins has recently joined Grenville High School as a History Teacher. She was very excited to be appointed after graduation and looked forward to doing an excellent job in engaging and motivating her students. She encouraged the use of new technologies and was interested in how social media can enhance the learning experiences of secondary school students. It did not take long before her students found her public Facebook page with photos taken of Miss Hawkins at clubs and parties. Two boys from a year 9 class thought that Miss Hawkins was a really cool teacher and they invited her via her Facebook account to join a local rave party. An avid partygoer, Miss Hawkins accepted this invitation via Facebook post that was publicly available.

We will be focusing on the above scenario over the next few posts. Our contributors, Sarah Khazaal, Leila Koren , Sarah Frendo, and Mark D'Alessandro will all be weighing in on how a situation like this can be explored within various teaching frameworks. Happy reading!

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