Teacher-student interaction on social networking sites: teachers’ perceptions and experiences

Authors

  • Sandra Räim
  • Andra Siibak

DOI:

https://doi.org/10.12697/eha.2014.2.2.07

Keywords:

social networking sites, teacher-student „friendship” on social networking sites, privacy, generational difference, teacher’s role

Abstract

Artikli eesmärk on anda ülevaade õpetajate arvamustest ja kogemustest, mis puudutavad õpetajate ja õpilaste interaktsiooni ja sisuloomet suhtlusportaalides. Fookusgrupi intervjuudes nelja kooli keskkooliõpetajatega (N = 21) uuriti, milliseid erinevusi on õpetajad täheldanud enda ja õpilaste loodud veebisisus ning millistel juhtudel ja mil viisil on õpetajad pidanud vajalikuks õpilaste suhtlusportaalide postitustele reageerida. Muu hulgas sooviti teada, millistele alustele tugineb õpetaja-õpilase suhtlusportaali sõprus ning kas õpetajad tunnevad vajadust sotsiaalmeedia suhtlust suunavate käitumisjuhiste järele. Intervjuude kvalitatiivsest sisuanalüüsist nähtub, et õpetajate arvates jagavad õpilased suhtlusportaalides liigselt privaatset infot, mistõttu pidasid nad enda kohuseks ebasobivaid postitusi märgates õpilaste sisuloomesse sekkuda. Õpetajad võtsid ka suhtlusportaalides endale õpilaste harija ja mentori rolli ning soovisid oma veebikäitumisega pakkuda eeskuju, samas ei adunud nad täiel määral õpetaja-õpilase veebisuhtluse võimalikke tagajärgi. Õpetaja-õpilase veebisuhtlust reguleerivate käitumisjuhiste järele aga vajadust ei nähtud. Uuringu tulemused viitavad veebisisu loomega kaasnevatele põlvkondlikele erinevustele ning avavad õpetajate-õpilaste probleeme suhtlusportaali auditooriumi tajumisel.

PDF Summary

Downloads

Download data is not yet available.

References

Arnoldi, P. (2011). Generational belonging between media audiences and ICT users. In F. Colombo & L. Fortunati (Eds.), Broadband society and generational changes (Vol. 5, pp. 51–67). Berlin: Peter Lang.

Asterhan, C., Rosenberg, H., Schwarz, B., & Solomon, L. (2013). Secondary school teacher-student communication in Facebook: Potentials and pitfalls. In Y. Eshet-Alkalai et al. (Eds.), Proceedings of the Chais conference on instructional technologies research 2013: Learning in the technological era. Raanana: The Open University of Israel. Retrieved from http://www.openu.ac.il/innovation/chais2013/download/e1_3.pdf.

boyd, d. (2008). Facebook’s privacy trainwreck: Exposure, invasion, and social convergence. The International Journal of Research into New Media Technologies, 14(1), 13–20. http://dx.doi.org/10.1177/1354856507084416

boyd, d. (2010). Social network sites as networked publics: Affordances, dynamics, and implications. In Z. Papacharissi (Ed.), Networked self: Identity, community, and culture on social network sites (pp. 39–58). New York: Routledge.

Chander, A. (2010). Youthful indiscretion in an internet age. In S. Levmore & M. C. Nussbaum (Eds.), The offencive internet: Speech, privacy, and reputation (pp. 124–139). Cambridge: Harvard University Press.

Ellison, N. B., & boyd, d. (2013). Sociality through social network sites. In W. H. Dutton (Ed.), The Oxford handbook of internet studies (pp. 151–172). Oxford: Oxford University Press. http://dx.doi.org/10.1093/oxfordhb/9780199589074.013.0008

German state bans student-teacher contact on Facebook (2013). Capital News. Retrieved from http://www.capitalfm.co.ke/news/2013/10/german-state-bans-student-teacher-contact-on-facebook/.

Hart, J. E., & Steinbrecher, T. (2011). OMG! Exploring and learning from teachers’ personal and professional uses of Facebook. Action in Teacher Education, 33(4),320–328. http://dx.doi.org/10.1080/01626620.2011.620515

Hsieh, H.-F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. http://dx.doi.org/10.1177/1049732305276687

Jedeskog, G. (2000). Teachers and computers: Teachers’ computer usage and the relationship between computers and the role of the teacher, as described in international research (Doctoral dissertation). Uppsala University, Uppsala. Retrieved from http://www.diva-portal.org/smash/get/diva2:160752/FULLTEXT01.pdf.

Kalmus, V., von Feilitzen, C., & Siibak, A. (2012). Effectiveness of teachers’ and peers’ mediation in supporting opportunities and reducing risks online. In S. Livingstone, L. Haddon & A. Görzig (Eds.), Children, risk and safety on the Internet. Research and policy challenges in comparative perspective (pp. 245–256). Bristol: Policy Press. http://dx.doi.org/10.1332/policypress/9781847428837.003.0019

Kimmons, R., & Veletsianos, G. (2014). The fragmented educator 2.0: Social networking sites, acceptable identity fragments, and the identity constellation. Computers & Education, 72, 292–301. http://dx.doi.org/10.1016/j.compedu.2013.12.001

Krueger, R. A. (1988). Focus groups: A practical guide for applied research. Newbury Park: Sage.

Lehrer, A. (2011). Keep the poking to yourself, Mrs. Robinson: The Missouri Facebook statute and its implications for teacher free speech under the first amendment. Seton Hall Law eRepository. Retrieved from http://scholarship.shu. edu/cgi/viewcontent.cgi?article=1001&context=student_scholarship.

Malesky Jr., L. A., & Peters, C. (2012). Defining appropriate professional behavior for faculty and university students on social networking websites. Higher Education, 63(1), 135–151. http://dx.doi.org/10.1007/s10734-011-9451-x

Marwick, A. E., & boyd, d. (2010). I tweet honestly, I tweet passionately: Twitter users, context collapse, and the imagined audience. New Media & Society, 13(1), 114–133. http://dx.doi.org/10.1177/1461444810365313

Mazer, J. P., Murphy, R. E., & Simonds, C. J. (2007). I’ll see you on „Facebook”: The effects of computer-mediated teacher self-disclosure on student motivation, affective learning, and classroom climate. Communication Education, 56(1), 1–17. http://dx.doi.org/10.1080/03634520601009710

Mayring, P. (2000). Qualitative content analysis. Forum: Qualitative Social Research, 1(2). Retrieved from http://nbn-resolving.de/urn:nbn:de:0114-fqs0002204.

Mikulec, E. A. (2012). Professional faces: Pre-service secondary teachers’ awareness of issues of self-disclosure on social-networking sites. Current Issues in Education, 15(3), 1–16.

Miller, R. A. (2011). Teacher Facebook speech: Protected or not? Brigham Young University Education and Law Journal, 2, 637–665. Retrieved from http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=ea72f01e-9bee-4847-9d16-7e736531acdc%40sessionmgr4003&vid=8&hid=4214.

Murumaa, M., & Siibak, A. (2012). The imagined audience on Facebook: Analysis of Estonian teen sketches about typical Facebook users. First Monday, 17(2). Retrieved from http://firstmonday.org/ojs/index.php/fm/article/viewArticle/3712/3147. http://dx.doi.org/10.5210/fm.v17i2.3712

Nissenbaum, H. (2004). Privacy as contextual integrity. Washington Law Review, 79(1), 119–157. Retrieved from http://www.kentlaw.edu/faculty/rwarner/classes/internetlaw/2011/materials/nissenbaum_norms.pdf.

Nissenbaum, H. (2010). Privacy in context: Technology, policy, and the integrity of social life. California: Stanford University Press.

NYC Department of Education (2013). NYC department of education social media guidelines. Retrieved from http://schools.nyc.gov/NR/rdonlyres/BCF47CED-604B-4FDD-B752-DC2D81504478/0/SMG_FINAL_20130415.pdf.

Olson, J., Clough, M., & Penning, K. (2009). Prospective elementary teachers gone wild? An analysis of Facebook self-portrayals and expected dispositions of preservice elementary teachers. Contemporary Issues in Technology and Teacher Education, 9(4), 443–475. Retrieved from http://www.citejournal.org/vol9/iss4/ general/article1.cfm.

Oolo, E., & Siibak, A. (2013). Performing for one’s imagined audience: Social steganography and other privacy strategies of Estonian teens on networked publics. Cyberpsychology: Journal of Psychosocial Research on Cyberspace, 7(1). Retrieved from www.cyberpsychology.eu/view.php?cisloclanku=2013011501&article=7.

Patton, M. Q. (2002). Qualitative research & evaluation methods (3rd ed.). London: Sage.

Poom-Valickis, K., & Löfström, E. (2014). Pikiuuring õpetajaks õppijate professionaalse identiteedi kujunemisest. Eesti Haridusteaduste Ajakiri, 2(1), 241–271. http://dx.doi.org/10.12697/eha.2014.2.1.10

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5), 1–6. Retrieved from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf. http://dx.doi.org/10.1108/10748120110424816

Rooste, K. (2013). Algklassiõpetajate ja -õpilaste suhtlustrendid Facebookis: õpetajate kogemused (magistritöö). Tartu Ülikool, Tartu. Külastatud aadressil http://dspace.utlib.ee/dspace/bitstream/handle/10062/31061/rooste_k2dli.pdf?sequence=1

Russo, C. J., Squelch, J., & Varnham, S. (2010). Teachers and social networking sites: Think before you post. Public Space: The Journal of Law and Social Justice, 5(5), 1–15.

Shih, C. (2011). The Facebook era: Tapping online social networks to market, sell, and innovate (2nd ed.). New Jersey: Prentice Hall.

Siibak, A., & Vinter, K. (2010). Making sense of the virtual world for young children: Estonian pre-school teachers’ experiences and perceptions. Journal of Virtual Worlds Research, 3(2), 3–27. Retrieved from http://journals.tdl.org/jvwr/index.php/jvwr/article/view/1892/1161.

Tapscott, D. (1998). Growing up digital: The rise of the net generation. New York: McGraw-Hill.

Vadrevu, S. (2011). Teacher identity and selective strategies for mediating interactions with students on Facebook. Paper presented at the annual meeting of the International Communication Association. Boston, USA.

Westin, A. (1968). Privacy and freedom. New York: Atheneum.

Williams, R. W. (2012). Digital immigrant teacher perceptions of social media as it influences the affective and cognitive development of students: A phenomenological study (Doctoral dissertation). Liberty University, Lynchburg, USA. Retrieved from http://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1613&context=doctoral.

Published

2014-11-01

How to Cite

Räim, S., & Siibak, A. (2014). Teacher-student interaction on social networking sites: teachers’ perceptions and experiences. Eesti Haridusteaduste Ajakiri. Estonian Journal of Education, 2(2), 176–199. https://doi.org/10.12697/eha.2014.2.2.07

Issue

Section

Articles