INCREASINGLY it seems, newcomers are taking their classes online in blogs, wikis and online communities. There is a wealth of published materials that encourage and celebrate the adoption of technology in the classroom. Schools need to provide adequate orientation and safety assurances; taking the newcomer through practical guidance be an effective, safe, online course facilitator. As soon as part of a course is online, the role of teacher is opened to greater risk and responsibility.
Schools with hundreds of kids online, without obtaining any additional ‘permission’ or ‘advice’ on social media risk assessment is a reality.
I noticed a Ning site, for middle school students that was left open. It appeared that the site was abandoned. A russian ‘porn spammer’ had joined the group, and immediately added all the students as a friend, leaving a comment on their wall inviting them to visit ‘her’ online. It is highly likely that kids signed up to the Ning with an email address, and that they receive notifications – as a year or so later this new member, produced a flurry or activity in the ‘old abandoned’ Ning.
Replies and comments to the new user flourished.
There is an excellent Social Media Guidlines project in the USA that is well worth adding to; and modelling from developed by Gina Hartman, Educational Technology Specialist in the Francis Howell School District. As more newcomers arrive, and more technology appears in classrooms, the risk grows – as I believe that the risk has a proportional relationship with experience, ability and understanding.
Providing orientation training to the online space is very important – and seeking help to do it is advisable and you want your employer to support and acknowledge that in sharing the risk – else you may wear all of it, if you have an invasion.
Demonstrating that you can operate effectively and safely, just like ‘safety’ tests in an industrial workshop or science laboratory – is something that should be a norm, like manual handling and OH&S.