Teacher-Student Communications via Social Media

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Table of Contents

Introduction
Acceptable Purposes for Initiating Contact
The Number and Type of Contacts
Time of Day Acceptable for Communications
Conclusion
References

Introduction

Technology and social media have become an integral part of the life of students and educators. According to Asterhan and Rosenberg (2015), teachers use social media for such purposes as academic-instructional, social-relational, and psycho-pedagogical. The platforms used for these types of communication are also different. The use of electronic media for teacher-student communication is highlighted in an employee handbook published for educators to follow (Crosby Independent School District, 2017). One of the most distinctive features of the document is the emphasis on the professional use and the absence of any non-professional links. However, these guidelines can be improved by adding valuable details. This paper includes a brief description of possible guidelines for educators regarding their communication with students.

Acceptable Purposes for Initiating Contact

It can be effective to enumerate some of the most common reasons for using social media in the educational context. Disseminating information is the essential purpose for initiating contacts (Walsh, Kemerer, & Maniotis, 2014). Educators often need to notify students about some important updates or provide them with instructions. Apart from this, educators need a platform for facilitating the discussion of various topics (Harper, 2018). Teachers encourage students to think critically and apply the knowledge they acquire to different settings. Another possible use of social media is associated with the development of certain networks and ties that can extend the boundaries of the classroom setting. For example, the involvement of students attending different courses or even educational establishments can also be employed for educational purposes. Finally, educators can initiate contacts to receive feedback from their students.

The Number and Type of Contacts

As has been mentioned above, the purpose of communication initiation has a direct effect on the choice of the number and types of contacts. The dissemination of the information and receiving feedback should be confined to the number of students in a specific class (Harper, 2018). The vast majority of educational establishments have their own information systems. Educators may use built-in resources such as instant messengers or digital classrooms. This type of communication can be regular. The involvement of students in the discussion may also need such popular social media as Facebook or Twitter. These platforms enable teachers to reach larger populations and facilitate the change of ideas (Hershkovizt & Forkosh-Baruch, 2017). Greenhow and Lewin (2015) note that the use of such social media contributes to the development of social skills in student and is instrumental in the integration of younger generations into the society.

Time of Day Acceptable for Communications

As for the time of the day acceptable for communication, it is highlighted in the existing guidelines (Crosby Independent School District, 2017). It is stated that certain notifications should be disseminated from 8 a.m till 8 p.m. Open discussions have no particular time limits as students are encouraged to participate at any time. At that, it is important to note that digital classrooms may often involve students from different parts of the world, which makes it difficult to set specific timeframes. In many cases, each communication or assignment may have specific schedules.

Conclusion

All in all, social media have been used actively in the modern educational setting. Educators and students benefit from the use of this platform as it facilitates the exchange of ideas and data. The level of involvement is changing since students are becoming more engaged. The existing guidelines are quite effective, but they can be improved through adding more details. It is also important to remember that flexibility is one of the most valuable features of such guidelines.

References

Asterhan, C., & Rosenberg, H. (2015). The promise, reality and dilemmas of secondary school teacher–student interactions in Facebook: The teacher perspective. Computers & Education, 85, 134-148.

Crosby Independent School District. (2017). Employee handbook 2017-2018. Web.

Greenhow, C., & Lewin, C. (2015). Social media and education: Reconceptualizing the boundaries of formal and informal learning. Learning, Media and Technology, 41(1), 6-30.

Harper, B. (2018). Technology and teacher–student interactions: A review of empirical research. Journal of Research on Technology in Education, 1-12. Web.

Hershkovizt, A., & Forkosh-Baruch, A. (2017). Teacher-student relationship and Facebook-mediated communication: Student perceptions. Comunicar, 25(53), 91-100.

Walsh, J., Kemerer, F., Maniotis, L. (2014). The educator’s guide to Texas school law (8th ed.). Austin, TX: University of Texas Press.

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