Reflections on #Social #Media in #Education.

A couple of weeks ago I blogged about Social Media and the stress it can cause to the lives of young people. I have found it interesting for years how social media sites like Facebook and Twitter can have huge impact on the lives of the people we teach but that as teachers we ignore the topic all together. We ignore it mostly because we don’t know what to do with it. When I was writing my dissertation for my Masters on the topic of teaching in the 21st Century, I made the same point; that I too don’t know what place they have or how we can use them. However, the students that come into our classrooms are full of these technologies and networks. 

Following on from my blog, I delivered an assembly to my year group (Year 10) in which I discussed how I felt their lives are different to our lives when it comes to how integrated they are to the internet and mass communication. I made the point in the assembly that when I was their age I would rarely text my friends (because it cost so much and not many of my friends had mobile phones) and sites like Facebook et al did not exist. I left school in 2000 to start University and graduated in 2004; I didn’t join Facebook until 2005. 

The main focus behind this all was the way that all of this interaction and connection can cause stress. I made the point that you can leave school at school, homework in your bag, your parents downstairs, but now, with mobile phones connected to wifi or 3G you cannot block your friends out. When I was at school, and it is the same for pretty much all teachers, if there was a fight or falling out it got left at school and usually by the next day it had died down. This is not the case if the person who you had a falling out with posts a message on your profile which is commented on my 15 people or retweeted to the whole year group. 

The problem is that we as adults, teacher and parents, don’t really realise the stress this causes. We didn’t have it in our day so, at best we can’t empathise, or at worse we downgrade the significance of it seeing it as trivial. Yes, having this connection to all of the information of the world is fantastic at times when you need it but young people these days do not have the luxury of an off button, unless they choose to do it and social pressures of wanting (or needing) to be in the loop often stop this.  The same kind of argument is often extended to the darker side of the ‘net. Parents proclaim they ‘don’t get’ Facebook so let their children spend too much time on it and potentially open themselves up to the dangers we hear about on the news more and more. I have spoken to teachers, who are also parents, who talk about how they get their children to show them have to work these sites. I am digressing from my main argument, but you wouldn’t let your child teach you how to cross the road, so why let them learn themselves how to use these potentially dangerous sites?

The second aim of my assembly was to help manage this. In the first instance through recognising the impact it does have on their personal lives. I challenged them to not use either all, or part, of their social networks for a whole weekend. The assembly ended with them writing down something they would aim to do. I also took up the pledge: to not use Facebook or Twitter for 48 hours. I wanted them to realise the time it took up of their lives and to think more about the future.


For myself, I found it hard. Twitter in particular is a big part of my life. I check it every morning (I also have two accounts) and every evening when I get home from work; I am then on it constantly throughout the evening. I watch TV with it in my hand; I use it to check football scores (making a weekend blackout even harder), keep track of news, interact with blogs and comments….everything really. Cutting it out meant I had so much more time. The weekend I chose was a pretty quiet one, meaning that I had loads of time to potentially tweet. Instead however, I read a book (pretty much from start to finish), I cooked more than usual and I planned my lessons probably more successfully then usual. It was in many ways a revelation. Since the blackout, I have gone back to using it but I think with the awareness I do use it too much sometimes. I have tried to charge my phone away from the bed side so that it isn’t always there as soon as I wake up and I have tried to put it down more in the house, instead of having it in my pocket. 

After the weekend of blackout I emailed (the irony is not lost on me) a survey to the students for their feedback. These are some of the responses:

It gave me more time to do other thing, such as read a book. I did. however, also feel I was bored.  

I read more

I could get on with homework quicker.

It was hard not to do it on auto-pilot but quite nice not to feel like I should be keeping up to date BUT then I got an email saying I had a message on facebook and I have not checked it yet…

It made me realize that I don’t always have to be on Facebook all the time, although it made me use messaging on my phone more!

Less stress about my social life.

This has shown me how that social media comes with a lot of stress so in the future i will be online a lot less throughout the day and at nights.

Some of the response were less positive to what I asked them to do. A few said that it didn’t teach them anything or that they gave up half way through the process. One student said they needed to use it ask their friend about some Science homework. I was buoyed, however, by those that had a go at it and reflected a little bit on the process.

From a pedagogy point of view it was also helpful. We as teachers don’t do enough research (where would we fit that into out schedules?) but getting feedback on the assembly was helpful. There were about 240 students in the assembly, just over 30 replied but I do see the just over 10% response as positive (how many of your class would do homework if it were optional?). Mostly, the whole process got me thinking more about social media. I don’t have the answer to how we can use it, maybe we can’t, but we do need to realise its presence and acknowledge the strains it can put on young people in and out of school.