Social media are here, regardless of whether we like them, dislike them, use them, or don’t use them. They’re also becoming a part of education, and school districts and colleges and universities across the country are struggling with policies that allow constructive use of social media while curbing abuse. Some school districts prohibit their use in education entirely, while others range from restricted use to almost unrestricted use.
Time will tell, as with many things, just what uses will be allowed, but there’s one aspect of all of this that, I must say, troubles me greatly. One educator, cited in a recent article in The Christian Science Monitor, made an observation along the lines that he had to give feedback on assignments to students through Facebook because students never checked email since email just wasn’t part of their world.
I relayed that comment to my wife the college professor, and she nodded sagely, informing me that a growing percentage of college students simply never check their email or answer telephone messages. She should know, since her university system will inform her whether any email she has sent has even been opened – and many aren’t. An increasing number of students only respond, and not necessarily reliably, to text messages and Facebook postings.
What? Since when are students determining what forms of communication will be used in education? The issue here, it seems to me, is not just whether social media has a place in education, and what that place should be, but also who exactly is setting the standards and the ground rules.
To begin with, for a teacher to reach a student through a social network, the teacher must belong to that network, and depending on the settings, etc., must request of the student to be accepted as a “friend,” or request that the student contact them and be accepted as a friend. In short, either party can refuse communications, and, in effect, the students are effectively setting the requirements for what communications they’ll receive and how. I can certainly see students – and parents – rebelling if teachers required communications via FedEx, UPS, or carrier pigeon, but not accepting emails as opposed to Facebook messages? Email is a non-obligatory electronic communications system far more open to all users and recipients, and takes no more time or equipment than does Facebook or any other social network. Also, teachers should be teachers, not “friends,” because even the most brilliant of students should not be encouraged to think of themselves as the equal of their teachers, no matter how much greater some of them may doubtless end up.
Again, I may be antiquated, but at this point using social networks for any form of “official” communication, whether educational, governmental, or business, raises questions about security, privacy, scholastic policies, discipline, and propriety that certainly have not been answered.