With ambiguity of the exact restraints of “academic freedom,” it could still be identified as a teacher’s “right to teach”; and if teacher’s had any, it was strictly limited (Kemerer & Sansom, 2013, Ch. 6). Furthermore, when questioning the change of classroom learning to that online, a number of varying details also define what “freedom to teach” entails. In the case of Jeffrey Spanierman, this teacher utilized the online system, by creating a MySpace account, to “communicate with students about homework, to learn more about his students so he could relate to them better, and to conduct casual conversations with them” (Ch. 6). Despite the fact that he digressed from his initial intentions, online teaching not only brought forth light to developments of new policies and regulations, it provided teaching tools to reach out to students at another level.
Privacy and security is a key focus in teaching online, whether it be a course online, or it is an extension of the classroom; both students and staff need to understand what limited “freedom” exists. For example, in establishing online materials for curriculum, there are specific copyright laws that educators need to be made aware of; such as how the “federal Copyright Act of 1976 specifically includes the Internet, and nearly everything on the Internet is or can be copyrighted” (Ch. 2). For students, electronic devices need to be monitored and used specifically for learning; “Misuse includes students receiving calls during classes, text messaging during examinations, and taking and transmitting photos that invade student privacy” (Ch. 6). Therefore, it is crucial, that staff follow the Acceptable Use Policies (AUPs) that are developed by school districts, and parents and their children understand these Internet user agreements.
Included in these specific restrictions, is e-mail through school mailbox system, and as the term indicates, the school regulates them and should not be used for personal reasons. If connecting with students beyond the classroom, for staff’s safety and professional position, e-mailing through the school account should be used as a means of documenting work and evidence of proper ethics. When using other tools, such as MySpace, or Facebook, or Twitter or any other online communication tool, the enhancement of student learning should be its main function. Utilizing the online resources could save time in updates and costs, thus provide efficient teaching.
In my own experience, I’ve tried to use Facebook with my afterschool youth group. I found, out of my 5 years running the program, only my first and last year working there, was when I actually used the account to communicate to them for updates, reminders, and discussions. It really depended on the type of students and the “connection” you make with them. Apart from e-mail access, I’ve even used text messaging with my youths, and provided my number to students that I’ve coached or sponsored outside of school time, and again, it was mostly for reminders and allowing the students quick access to information for their team events.
Despite the fact that my phone is a personal device, and that its use is not directly linked to teaching a curriculum, I found that, using it as a tool for quick school related items is most affective in building a 21st century teacher-student relationship. Like my work e-mail, I treat my phone number the same way. I keep it listed as a work contact, and so it is another way for my students to reach me. Essentially, I believe that “academic freedom” may have its “rules;” yet, teachers need to stay focused on the main objective and carefully consider what online tools are relevant to curriculum and the policies of the school, and the laws of the state and nation.
Reference:
Kemerer, F & Sansom, P. (2013). California School Law (3rd Ed.). Stanford, CA: Stanford University Press.
Privacy and security is a key focus in teaching online, whether it be a course online, or it is an extension of the classroom; both students and staff need to understand what limited “freedom” exists. For example, in establishing online materials for curriculum, there are specific copyright laws that educators need to be made aware of; such as how the “federal Copyright Act of 1976 specifically includes the Internet, and nearly everything on the Internet is or can be copyrighted” (Ch. 2). For students, electronic devices need to be monitored and used specifically for learning; “Misuse includes students receiving calls during classes, text messaging during examinations, and taking and transmitting photos that invade student privacy” (Ch. 6). Therefore, it is crucial, that staff follow the Acceptable Use Policies (AUPs) that are developed by school districts, and parents and their children understand these Internet user agreements.
Included in these specific restrictions, is e-mail through school mailbox system, and as the term indicates, the school regulates them and should not be used for personal reasons. If connecting with students beyond the classroom, for staff’s safety and professional position, e-mailing through the school account should be used as a means of documenting work and evidence of proper ethics. When using other tools, such as MySpace, or Facebook, or Twitter or any other online communication tool, the enhancement of student learning should be its main function. Utilizing the online resources could save time in updates and costs, thus provide efficient teaching.
In my own experience, I’ve tried to use Facebook with my afterschool youth group. I found, out of my 5 years running the program, only my first and last year working there, was when I actually used the account to communicate to them for updates, reminders, and discussions. It really depended on the type of students and the “connection” you make with them. Apart from e-mail access, I’ve even used text messaging with my youths, and provided my number to students that I’ve coached or sponsored outside of school time, and again, it was mostly for reminders and allowing the students quick access to information for their team events.
Despite the fact that my phone is a personal device, and that its use is not directly linked to teaching a curriculum, I found that, using it as a tool for quick school related items is most affective in building a 21st century teacher-student relationship. Like my work e-mail, I treat my phone number the same way. I keep it listed as a work contact, and so it is another way for my students to reach me. Essentially, I believe that “academic freedom” may have its “rules;” yet, teachers need to stay focused on the main objective and carefully consider what online tools are relevant to curriculum and the policies of the school, and the laws of the state and nation.
Reference:
Kemerer, F & Sansom, P. (2013). California School Law (3rd Ed.). Stanford, CA: Stanford University Press.