'All she does is scroll.'

Oh, dude, so do I! But think about it for a moment, what is she scrolling? We may purport that young people are engaging in a ‘mindless’ pastime but when I am just ‘scrolling’ I am often in a research rabbit hole after seeing an interesting book on Instagram. I search how much the book costs to buy, whether my local library has it in stock, or whether I should use a precious Audible credit and listen to it instead, but then I think…maybe I shouldn’t have Audible, because I read on Twitter that Amazon doesn’t treat its employees very well and then I wonder if there is an alternate platform for audiobooks and do some research there. And then, I think… what about GoodReads… that is also an Amazon product… but if I delete GoodReads how will I remember what I read and what will happen to my reading challenge!?

I digress. But, let’s take stock – this is recount of my social media usage and how I find myself learning many interesting things (and wasting a bit of time, but that’s neither here nor there…unless I have an assignment to do!) but I bet it is different to how you use social media, and it is most definitely different to how young (individual) people use social media (young people are not a homogenous group). They have a range of interests, engage in a range of offline and online communities, and these factors influence the myriad meaningful ways in which they engage in the online world (Jenkins et al., 2016, p. 24).

Social Media Mix 3D Icons - Mix #2 by Visual Content available under a CC 2.0

So, scrolling. It is a relatively new term and according to Merriam Webster, (n.d. para. 4), is it the habit of moving through digital content as if one is ‘unrolling a scroll’ – pretty cool, right (did you know that the representation of a real-world item in another form is known as skeuomorphism?)! What might a young person be ‘scrolling’? Let’s be honest, it could be anything, but at some point, (and for the purpose of this discussion), it is likely social media accounts to see who has made a new post, appreciating the aesthetic content of a favourite Instagram influencer, seeing what is new on a video hosting and making app like Snapchat or TikTok, or maybe they are online to create their own content – posts, photographs, images, videos in what is an expression of their identity (which may or may not be the one they embody in offline life) (Jenkins, et al., 2016, p. 27; Dowdall, 2009, p. 45). It is an entire world, and just as complex and diverse as the offline spaces young people inhabit, and just as important (Jenkins et al., 2016, p. 24). The discourse around social media has become more complex over time but alongside the elements that may make us grown-ups feel a little uneasy (we were young once, right, we know what young people get up to – look how many letter boxes were blown up in days gone by!) there are aspects worth considering and a blanket ban, if a problem happens to arise, is not the answer when there is so much to positivity that will be lost in the process (Jenkins et al., 2016, p. 26).

Jenkins et al., (2016, pp. 28-29) explores where this feeling of uneasiness may arise – in the depth of the knowing that social media allows. Adults expect the worst because there is a link that happens in our minds between the activities we engaged in (which may or may not have involved the explosion of letterboxes), with the unknown entity of online spaces (Jenkins et al., 2016, pp. 30-31; Buckingham, 2014, p. 94). There is a bit of a sense of well, we know what we got up to without all that online stuff, so the moral panic gains traction (Jenkins et al., 2016, pp. 30-31; Buckingham, 2014, p. 94). The public nature of online spaces allows parents to see their child engaging in social interactions more than ever before and henceforth there is now an idea that good parenting is synonymous with a surveillance exercise that would rival the ASIO (Jenkins et al., 2016, pp. 30-31; Buckingham, 2014, p. 94). Perhaps the real issue is that we, and our young people, have difficulty navigating the complexity of social interactions offline and as well as on and that our collective resilience at dealing with difficult situations needs some work (Jenkins et al., 2016, pp. 30-31). 

The controversy around social media, especially during the pandemic has been ferocious. Beyond the usual spate of news articles concerning the safety of teenagers, accounts of and instances of bullying, and the impact on body image and the like, the debate around the safety, the veracity of what is hosted on social media platforms, and the impact social media has had upon public health has thrown another spanner into the public discourse on social media (Snowden, 2016, para. 6). Let’s go back to youth and social media though. Parents and teachers have valid concerns about social media usage as far as safety, negative social interactions, and the possibility of predators (and the threat of this alone is enough to keep us up at night), but there is heartening evidence in the research that it is simply not happening at the rate we would be led to believe by the media and the amount of ‘how to spot a bully’ seminars kids are required to attend (Jenkins et al., 2016, p. 30). We need to be mindful of these things, of course, so let’s expand the conversation to teach about safety in both online and offline spaces, provide support to young people navigating difficult situations online and consider how we can best help our young people to mindful of their digital footprint (Buckingham, 2013, p. 94).

Automotive Social Media Marketing by socialautomotive available under a CC 2.0

No one wants to deprive a young person of a rich and fulfilling life ‘off screen’ but what are young people gaining from their time online, and what is it that they are doing? It is likely that they are having a lot of fun, and that is no mean feat, being a teenager can be a drag (you remember this too, right?) so a creative outlet that allows self-expression, an exploration of identity during a formative period, and the building of new or maintenance of existing communities is likely the reason why social media is where many young people spend their time (Fiske, 2010, p. 44). There are spaces for every kind of subculture and hobby and interest online—writing fan-fiction, fashion, drawing, video games, sport—anything, which is bolstering for young people exploring their identity and engaging in activities that bring them joy (Fiske, 2010, p. 44; Jenkins et al., 2016, p. 27). Online spaces offer respite for those who may not be able to find their people in their offline lives and this is where this is another worthwhile consideration, a lack of access to online spaces it is another way that class plays out in real time reducing the autonomy and space a young person is able to inhabit and cutting them off from the world (Jenkins et al., 2016, p. 27; Buckingham, 2013, pp. 33-34).

The social interaction of social media is a key aspect that makes the various apps and platforms so appealing to young people but whether it is Instagram, TikTok, or Snapchat or any number of social media platforms, (but likely not Twitter or Facebook, because they’re for ‘old people’, apparently*) there are a range of skills required to use the apps to their full potential (Johnson, 2005, p. 9; Dowdall, 2009, p. 45). Johnson (2005, p. 11) espouses the value of the intellectually complex task of engaging in online spaces to present an online version of oneself, write for a particular audience and purpose, and construct images or videos that fit within the particular aesthetic style preferred by the creator. Consider the choreography, rehearsals, recording, and timing required to film a dance video to upload to TikTok or as a reel on Instagram as well as the video editing, not to mention live streaming (Johnson, 2005, p. 11; Dowdall, 2009, p. 44). Considering this is the way that many small businesses market their products, there is definitely value in the skills of using social media well (Johnson, 2005, p. 11; Dowdall, 2009, p. 44).

*Anecdotal - lots of young people in my classes have told me this, highlighting the fact that I know absolutely nothing.

The media consumption of young people has always been a contention—are they doing what they ‘should’ be doing? Which is, what exactly? Do we want them to do what we used to do – chat to friends, play handball, eat lunch? We needn’t worry because all these things are still happening, there’s just a few more options now (Jenkins et al., 2016, p. 24; Buckingham, 2013, pp. 78-79).

Here are some articles on social media that might be of interest:

Social media apps are ‘deliberately’ addictive to users

How parents and teens can reduce the impact of social media on youth well-being

When it comes to kids and social media, it’s not all bad news

Snapchat has its risks but it’s a powerful tool for youth creativity and socialisation

Teenagers need our support, not criticism, as they navigate life online

Blocking kids from social media won’t solve the problem of cyberbullying

Here are some questions you could ask to generate conversation about social media:

1. What are your top three favourite social media apps?
2. Do you spend an equal amount of time on each of the three?
3. Are you friends with the same people on each of the apps? Why/why not?
4. Summarise the purpose of each app in a few words for each.
5. Do you think social media has a positive impact upon society? Why/why not?
6. If you were unable to use social media ever again, what would you miss the most?
7. What is a day where you spent the longest time of social media?
8. What happened on the day you spent the least amount of time on social media?
9. Can friendships survive without social media?
10. Do you follow accounts of people who aren’t friends? Which is your favourite, and why?
11. Does social media make you more aware of issues in the world?
12. Are your social media tastes the same as your friends?
13. What is the most annoying thing about social media?
14. What is the best thing about social media?
15. If you could change one thing about social media, what would it be?

Reference List

Buckingham, D. (2013). Beyond technology: Children's learning in the age of digital culture. Polity Press.

Dowdall, C. (2009). Masters and critics: Children as producers of online digital texts. In V. Carrington & M. Robinson (Eds.), Digital Literacies: Social learning and classroom practices (pp. 43-61). Sage.

Fiske, J. (2010). Understanding Popular Culture. Routledge.

Jenkins, H., Ito, M., & boyd, d. (2016). Participatory Culture in a Networked Era: A Conversation on Youth, Learning, Commerce, and Politics. Polity Press.

Johnson, S. (2005). Everything Bad Is Good For You: How Today’s Popular Culture Is Actually Making Us Smarter. Riverhead Books.

Merriam-Webster. (n.d.). Scroll. Merriam-Webster. https://www.merriam-webster.com/dictionary/scroll

Snowden, C. (2016). I’m right, you’re wrong, and here’s a link to prove it: how social media shapes public debate. The Conversation. https://theconversation.com/im-right-youre-wrong-and-heres-a-link-to-prove-it-how-social-media-shapes-public-debate-65723

Automotive Social Media Marketing by socialautomotive available under a CC 2.0

Reflections on Week 9, Term 1, 2020

Week 9 was one of the biggest weeks of my career. Not for any reason worth celebration but because we systematically, in the space of 7 days flipped education from face to face to online. We all had a crash course in Google Classroom and we are, almost, officially online.

I have been working enormous days and caring for my partner and child while getting everything established. I joked, and I regret this now, that I would appreciate a little break to catch up on everything because I was tired. While there is a break from face to face teaching time now, the alternative, our online 'revolution' seems almost like I am shouting into a void and as for spare time. There's none of that.

I have modified assessment for 7-12 and have converted everything so it works on Google Classroom and students will be able to hand in their tasks online. Instructions have been written, hundreds of Google Classrooms notifications received and it is safe to say that this situation is less than idea. 

We are contacting families next week to ensure students are accessing materials. I really, really hope that maybe after a few days off last week that students will now get online to access materials and get on with the work I have put together. 

A few parents have asked to be part of the classrooms which I have no problem about, especially now that everything is set up and ready to go. I wasn't happy to add them last week when I was still trying to work out how to use Google Classroom but now, I am feeling a bit more confident.

I have made a few errors - using Google Forms to collect information for an assessment task. Forms makes information so easily collected, however, it also dumps the information in one area. When staff are marking their own classes this is not helpful - now everyone is going to have to flick through all of the student responses to find their own. Class lists are arbitrarily organised so it is not possible for me to collate the information into classes without sitting and doing it manually. I just do not have the time or mental capacity to do that at the moment.

The future looks interesting and I am not sure I am ready.

Critical Analysis of the Connected Learning Environment

A realm of possibilities is available to teachers when they establish personal learning network via a connected learning environment (Tour, 2017, p. 183). The connected learning framework as defined by Ito et al. (2013) captures the complexity of the NSW English Teachers’ Association (NSW ETA) Facebook group and recognises not only the level of support provided in the connected learning environment, but its ability to provide personal networking opportunities (Tour, 2017, p. 183).

The NSW ETA Facebook group acts as a leveller within the profession as it provides a meeting place for teachers regardless of their experience level and across the public, independent, and Catholic education sectors (Ito et al., 2013, p. 34; Cantrill et al., 2014, pp. 10-11). Each school has an English faculty that operates within the confines of the institution where policies, procedures, leadership, and experience levels of each staff member can make for an insular approach (Ito et al., 2013, p. 34; Rheingold & Weeks, 2012, p. 192). Different sectors, too, operate in their own unique ways with guiding principles that, in a competitive landscape, are not open to benefit others. The connected learning environment of the NSW ETA captures those who are interested in developing a personal learning network and this community is likely to enrich not only their online ‘brand’, but their offline one (Tour, 2017, p. 183; Web20Classroom Blog, n.d., p. 2).

Contexts for Learning:

Peer-supported

The relationships that develop through engaging with the NSW ETA Facebook group transcend the online world into real life when familiar posters contribute to conferences, work at neighbouring schools, or provide opportunities to members outside the connected learning environment (Ito et al., 2013, p. 62; Tseng & Kuo, 2014, p. 40;  Dron & Anderson, 2014, p. 77). There is a solidarity in being part of a community who may face the same challenges or delight in the same aspects of the profession which is evident in the membership of the NSW ETA Facebook group which exceeds 7700 (Ito et al., 2013, p. 62; Tseng & Kuo, 2014, p. 38). Group members express their exhaustion at the end of the first week back at school, post Shakespeare memes regularly, and most recently have reached out with resources to support their colleagues during school closures (Tseng & Kuo, 2014, p. 38). Exchanges are interesting and offer an opportunity for intellectual engagement and community building and there is a sense of validation through communicating with what resembles an online staffroom (Ito et al., 2013, p. 62; Tseng & Kuo, 2014, p. 38; Dron & Anderson, 2014, p. 39). 

Interest-powered

While Ito et al., (2013, p. 41) explores the impact of digital tools on the ecology of youth, it is worthwhile recognising that Facebook has been used in Australia since the mid 2000s and the NSW ETA has been using the platform since 2009 so what was possibly once the domain of the young is now used by folk of all ages (Rheingold & Weeks, 2012, p. 111; Cantrill et al., 2014, p. 104). The conversation is NSW centric, even though there are members from other states in Australia and overseas, but this speaks volumes to the range of conversations and resources shared (Tseng & Kuo, 2014, p. 39; Dron & Anderson, 2014, p. 135). The authority represented by professional teaching associations means that content is trusted and there is an expectation that moderators will keep posts relevant and will protect members if necessary. 

Ito et al., (2013, p. 45) explore the learning that takes place for young people in a connected learning environment and it is just as true for adults engaging in professional learning that leaves the confines of brick and mortar (Tseng & Kuo, 2014, p. 38; Tour, 2017, p. 179). The connected learning environment of the NSW ETA Facebook group improves professional practice across sectors by providing an interest-powered space for a range of voices, and engagement levels from ‘lurkers’ to regular contributors (Ito et al., 2013, pp. 61-62; Tseng & Kuo, 2014, p. 37). The NSW ETA executive and committee members are overall, generous contributors, and this knowledge ‘flow’ provides constancy if the group becomes frivolous or descends into ‘noise’ (Siemens, 2005, p. 6; Wenger et al., 2011, p. 11). 

Academically oriented

The learning that takes place through engaging in the connected learning environment is at times, incidental, and sometimes more explicitly sought through posting a question or putting a call out for advice fostering not only a sense of community but ongoing learning (Tseng & Kuo, 2014, p. 39; Wenger et all., 2011, p. 10). This ‘self-initiated’ learning environment inherently links likeminded individuals who are interested in learning and sharing resources that they have either found or created (Tour, 2017, pp. 180-181; Dron & Anderson, 2014, p. 135). The practice of engaging in social media for professional purposes moves beyond formal professional learning to a ‘vernacular’ practice aligning the learning closely to what people engage with in their leisure time (Tour, 2017, p. 180). The nature of the network as defined by Rheingold and Weeks (2012, p. 198) is very much based on who can communicate with who. In the case of the NSW ETA Facebook group members include student teachers, those who work in schools, corporate staff, as well as those who work in universities and the ETA executive team. The range of contributors maintains a high level of rigour within the connected learning environment but also equity in accessing quality materials (Rheingold & Weeks, 2012, p. 198; Cantrill et al., 2014, pp. 10-11). 

Core Properties:

Production-centred

Ito et al. (2013, p. 40) posit that media, at any given time, is a reflection and product of the world as it exists and Siemens expands this to offer that the way we operate within is shaped by the tools we use (2005, p. 2).Technology can either reinforce traditional approaches to education, and in the example of the NSW ETA Facebook group, the teaching of English, or it can provide a platform for progressive ideas. 

The NSW ETA Facebook group has a simple but effective search function and filing system. All files added to posts within the group environment are automatically compiled in a ‘files’ tab which makes it very easy to search before asking the group a question, and to look through the files contributed by other group members (Ito et al., 2013, p. 74). The reach from the original group is astonishing – members are linked to Pinterest accounts, Twitter, personal blogs, sub-groups on Facebook, as well as places like Google Docs where they are able to contribute to shared resources (Rheingold & Weeks, 2012, p. 192; Dron & Anderson, 2014, p. 135).

Shared Purpose

In many instances, a traditional approach is reinforced by the meeting of minds in the NSW ETA Facebook group but there is always a discussion where a counterpoint is offered. Considering the ecological context of each member varies widely, it is imperative really, that a connected learning environment that supersedes the physical structure and geographic location of English teachers, exists (Ito et al., 2013, p. 40; Dron & Anderson, 2014, p. 36). Support is offered to members teaching young people with an entirely different ecology and participatory culture, especially regarding the media tools now available, to their own (Ito et al., 2013, p. 40; Kuehn, 2012, p. 69; Jenkins, 2006). The institution of school currently resides in world where knowledge is available for a relatively low cost and without gatekeepers (Jenkins, 2006; Dron & Anderson, 2014, p. 37). A connected learning environment gives educators the ability to develop a personal learning network to ensure English education remains relevant (Ito et al., 2013, p. 40; Tour, 2017, p. 183) and each educator’s wellbeing is enhanced as a result of the community (Tseng & Kuo, 2014, p. 40; Dron & Anderson, 2014, p. 47).

The shared purpose of the connected learning environment seems to be limited, at times to posting a contribution to offer an idea or advice (Ito et al., 2013, p. 74). The actual co-creation of resources happens sporadically and most recently in response to colleagues who lost resources in the summer bushfires and the support of colleagues moving to online teaching. In both cases a shared document was created to compile resources and a folder was created for resources to be placed (Ito et al., 2013, p. 74).

Openly networked

Access via smart devices as well as a laptop/desktop computer allows easy access to the connected learning environment (Ito et al., 2013, p. 74). There are entry questions to gain access to the group and these mainly filter out those looking for support as an English language learner, reporters, and businesses who compete with the provisions of the NSW ETA (Ito et al., 2013, p. 74). The interactions of the group are based around social media and the Facebook group is accompanied by a Twitter account, Instagram account, website that holds free resources, as well as items available for members only, and other materials available for purchase. 

Design Principles:

Everyone can participate

The ease by which contributions can be made to the NSW ETA Facebook page support its presence in the professional and personal lives of group members. The altruism with which people give stems from a variety of places, many acknowledged by Rheingold and Weeks (2012, p. 112) include; reputation, reciprocity – in this case, one member may ask for or download a resource so will then contribute in turn, or contribution of a resource that was going to be made anyway.

Learning happens by doing

Engagement with the connected learning environment provides an opportunity for reflection and consideration of each member’s practice and approach to their classroom and school (Ito et al., 2013, p. 81). It is through this reflection that time is taken to consider whether one is engaging in best practice and whether there is room for improvement allowing group members to be part of progressive professional learning (Ito et al., 2013, p. 81; Dron & Anderson, 2014, p. 62). 

Challenge is constant

The engagement with the NSW ETA Facebook group is a connected learning environment that encourages a ‘breadth of interests’ (Ito et al., 2013, p. 57) and it is from this place that sub-groups have formed focusing on particular elements of the syllabus – certain modules, courses, and prescribed texts. It is evident that many individuals thrive in the connected learning environment of the NSW ETA Facebook group and there are often links to individual blog posts where it is possible to engage with content created by group members for a slightly different purpose. Their branding is shared via the connected learning community, and they are able to increase the reach of their own corner of the internet (Web20Classroom Blog, n.d.).

Expansion/learning opportunities and Risks

Connectivism states that knowledge is found in diverse opinions (Siemens, 2005, p. 5) but there is an inherent potential for conflict in differing beliefs, agendas, and value systems and it is possible too, that the very nature of the connected learning environment could erode the ties between educators (Tseng & Kuo, 2014, p. 38). The very mention of unions, political policy, the process of teacher accreditation, and religion brings up a range of opinions and without careful moderation, these discussions can get personal. Other risks such as gatekeepers, power imbalances, and as supervisors and their staff are also in the group, it is likely that not everyone feels comfortable to contribute (Tseng & Kuo, 2014, p. 44). 

Other issues that occur regularly is resentment between members who perceive others’ participation in the connected learning environment only to source resources without actively contributing. There is also regular policing of other members especially around the perceptions of when members should be active – at the start of school holiday periods many members protest if the group is active, other protestations are around how much support and in what circumstances is one able to seek resources (should those on practicums be required to create their own resources to learn?), and the question of whether one sector is able to give freely to another sector. There is vetting that occurs on the page, and those moderating are entrusted with the final say on whether a post is relevant to the discussion or not. This is beneficial in providing some protections if discussion turns personal but due to the range of educators drawn to the page the removal of posts is value laden which can also create a problematic opinion amongst group members.

Recommendations for further expansion would be active support of sub-groups to share and co-create in a more organised and concerted manner to meet the needs of group members. The level of expertise in the group should be harnessed with opportunities to support others through mentoring or even offering more grassroots level professional learning. There is a journal provided to members of the NSW ETA but the creation of a Sway or blog capturing experiences from the coalface could be just as useful. The organisation of resources contributed would also be beneficial and would save members a great deal of time searching 15-years of posts. English teachers who engage in a personal learning network via the connected learning environment of the NSW ETA Facebook group are likely seeking relevant educational experiences in all aspects of their life so opportunities for members to engage in different ways is a logical step forward (Tour, 2017, p. 181).

References

Cantrill, C., Filipiak, D., Garcia, A., Hunt, B., Lee, C., Mirra, N., O’Donnell-Allen, C., & Peppler, K. (2014). Teaching in the Connected Classroom. (A. Garcia, Ed.). Digital Media and Learning Research Hub.

Dron, J. & Anderson, T. (2014). Teaching Crowds Learning and Social Media. AU Press.

Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J., & Watkins, S. C. (2013). Connected Learning: An Agenda for Research and Design. Digital Media and Learning Research Hub.

Jenkins, H. (2006). Jenkins on Participatory Culture. Work & Days Kalantzis & Cope. https://newlearningonline.com/literacies/chapter-7/jenkins-on-participatory-culture

Kuehn, L. (2012). Manage Your Digital Footprint.

https://www.policyalternatives.ca/sites/default/files/uploads/publications/National%20Office/2012/02/osos106_Digital_Footprint.pdf

Rheingold, H., & Weeks, A. (2012). Net smart: How to thrive online. MIT Press. https://ebookcentral.proquest.com/lib/qut/reader.action?docID=3339401&ppg=122&tm=1544586470510

Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. https://jotamac.typepad.com/jotamacs_weblog/files/Connectivism.pdf

Tour, E. (2017). Teachers’ self-initiated professional learning through Personal Learning Networks. Technology, Pedagogy and Education, 26(2), 179-192.

Web20Classroom Blog. (n.d.). Teachers, Take Care Of Your Digital Footprint. Teachhub.com. https://www.teachhub.com/teachers-digital-identity

Wenger, E., Traynor, B., & de Laat, M. (2011). Promoting and assessing value creation in communities and networks: a conceptual framework. Ruud de Moor Centrum.

The Connected Learning Environment of the NSW ETA Facebook Group by KB