Create a reflective entry where you critically discuss the use of social media in your professional development.
Social media is largely ubiquitous in most professions of the 21st century and teaching is no exception. While there are arguments for and against the use of social media in classroom, the issues of safety and off task behaviour are not relevant as concerns when engaging with other adult, professional teachers. However, unlike the use social media in classroom learning, there is limited research into how effective social media can be in terms of facilitating professional development (Melhuish, 2013).
In my own experience, professional development can be problematic, with many of the outlined standards requiring some collaboration and discussion in order for progress to be made. Currently, my own practice has a limited use of emails and online interactions between teachers, although this is changing as the school reviews its professional development programme. Some teachers are enthusiastic about utilising online resources in all aspects of teaching, others less so. The main challenge, therefore, lies in creating a viable social media outlet that all teachers will voluntarily use for the purposes of their own professional development.
The extended work in Melhuish's research is that 'social capital', or the 'investment in time in social relations the expectation of receiving a return' (Lin, 1999, referenced in Melhuish, 2013), is required as a motivating factor. This aspect is not well understood in terms of how helpful they are in advancing teacher's learning. Dwyer et al (2009; referenced in Melhuish, 2013) argue that teachers will only embrace social network sites if there is evidence that they are effective. As such, the lack of real data and research is a significant barrier.
The benefits in theory at least are considerable, nevertheless. Sears and Jacko (2007, referenced in Melhuish, 2013) coined the term 'affordances' to denote the components of a social network site that are used in order to achieve goals within that network. It was noted that:
"System components, such as groups and forum threads, can
enable collaboration, connectivity, openness and information sharing, as
well as providing platforms to generate new knowledge, co-ordinate
resources and participation, and access diverse perspectives".
In my own practice and the expressed views of at least some of colleagues, there is often a sense of lack of direction or constructive feedback when building evidence of teacher practice. While there are classroom observations, student feedback and an appraisal system, the formality can feel situationally contrived.
An advantage of creating a professional, social network, therefore would be in providing an informal outlet for teachers self reflection and feedback in a less incongruent way. It's online permanence could provide recorded evidence of development, while it's open transparency could also encourage direct feedback to and from students, parents and other community stakeholders. Moreover, the potential of the system to assist reaching goals and deadlines with a more organic process may be a significant selling point to many teachers.
While enforcing a staff wide online programme my be beyond my authority, I already have a blog that provides some example to others. If self reflection in online professional development can be evidently linked to student success and statistical enhancement it could embed the wider use over time. As such, if accepted, it could be incrementally developed as a succession over the paper driven processes currently used.
References
Melhuish, K.(2013). Online social networking and its impact on New Zealand educators’ professional learning. Master Thesis. The University of Waikato. Retrieved on 05 May, 2015 from http://researchcommons.waikato.ac.nz/bitstream/han...
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