"When you entered this course, a few of you mentioned prior knowledge of FIPPA (or FOIPOP as it was called in the past). Many of you mentioned that privacy was a concern with educational uses of social media. Now that you've read some theoretical and practical pieces on privacy--especially in BC, how has the course content (material I post in the module, the readings and resources provided) extended, challenged, or deepened your initial understanding around privacy as it relates to social media use in an educational context? Will your knowledge affect your behaviours or expectations when using social media in an educational context? How will your ability to take & use ideas from teachers in other provinces or countries be affected? (Cite references as appropriate.)"
I started a new position this year teaching in a blended K-9 Fine Arts Program. Technology is integrated into the design of the program and naturally incorporates social media as both communication and learning tools in meaningful ways. Program start-up packages included consent forms for use of photography and learning samples as well as a digital responsibility contract. Several parents have expressed concern about posting photos of their children online. At the same time, and because it is a blended learning environment, these parents want to participate in school/community-based social media projects in meaningful ways which connect to and celebrate learning. I respect the privacy concerns these parents have and at the same time want to create an online space where students can share work, ideas, photos, etc. in a safe and responsible way. With this in mind, I have started to draft a consent form for use of social media in our learning community which speaks to 3 things:
I feel that one of my roles as a teacher, especially as a teacher in a blending learning program such as the one of which I am currently a part, is to teach digital responsibility. In order to do so, students (and parents) need to participate in learning environments which use social media so they can practice and reflect upon being "digitally responsible". Within a safe, respectful, community-based online learning environment, students can begin develop and experiment with their online identity in healthy ways.
The first 3 "rules" of the BCTF Code of Ethics transfer well to our digital responsibility as teachers.
BC Teachers' Federation. (2013). BCTF code of ethics. Retrieved 09/18, 2013, from http://www.bctf.ca/ProfessionalResponsibility.aspx?id=4292
- The specific ways in which the tool(s) will be used to enhance student learning
- The potential risks of using such a tool
- The ways in which I will minimize the risks
I feel that one of my roles as a teacher, especially as a teacher in a blending learning program such as the one of which I am currently a part, is to teach digital responsibility. In order to do so, students (and parents) need to participate in learning environments which use social media so they can practice and reflect upon being "digitally responsible". Within a safe, respectful, community-based online learning environment, students can begin develop and experiment with their online identity in healthy ways.
The first 3 "rules" of the BCTF Code of Ethics transfer well to our digital responsibility as teachers.
- The teacher speaks and acts toward students with respect and dignity, and deals judiciously with them, always mindful of their individual rights and sensibilities.
- The teacher respects the confidential nature of information concerning students and may give it only to authorized persons or agencies directly concerned with their welfare. The teacher follows legal requirements in reporting child protection issues.
- The teacher recognizes that a privileged relationship with students exists and refrains from exploiting that relationship for material, ideological, or other advantage.
BC Teachers' Federation. (2013). BCTF code of ethics. Retrieved 09/18, 2013, from http://www.bctf.ca/ProfessionalResponsibility.aspx?id=4292
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