After spending time with this week's selection of readings, I have reconsidered my online presence and the importance of social media. Even still, I continue to stew in indecision, and I look forward to reading more from my peers.
These readings coincide with a conversation I recently had with students who are part of my informal classes at the JCC. One of my students attends a local public high school whose teachers use Twitter to announce assignments, changes in quiz and tests, as well as extra credit assignments. Upon hearing this, I was compelled to wonder about the lines that may be crossed when technology tied with personal lives suddenly becomes a way for teachers and students to communicate. While I adore the idea of instant communication with my subscribing students, it would involve a complete shift on my current (puritanical) attitudes and practices about social media.
Another way social media could be implemented would be to "tweet" suggestions to students as I grade, providing both positive and negative reinforcement. I can imagine what it would be like if I could tweet at eight in the evening something like: "Yay! Writing students appear to have used the rubric. Thanks, y'all!" Or, it would be great to tweet, "Spanish students: Por favor remember to insert all accents in your typed homework!" Might students be more ready to "hear" what teachers have to say if we do it the cool way? Isn't this the second point that Kessler makes in her second point in her "Case for Social Media?"
With class time so limited, I have often thought of forwarding articles and videos of great value for outside consideration. Such posts on blogs, Facebook, or Twitter, could work as enrichment, pre-teaching, or ice breakers for a variety of different lessons. It could also serve to relay homework sent in the least traditional way yet experienced. Again, it might make the task more tempting to check out.
As a middle school, I have heeded the ominous tales of the first few readings this week. I have a no Facebook policy with my (mostly former) students until they are 18. I prefer to grant personal access to my students once they (theoretically) become adults. What's been harder is their parents. How do I remain politically wise while navigating a world of adults who choose to forge a personal tie once their child is in high school (or even sooner)? I am still not convinced that I want my personal, outspoken (read: hilarious) life to come close to mingling with the world I inhabit as a professional role model, appropriate guide, and approachable teacher.
I am, however, intrigued by the notion of a "professional profile." What if schools insisted that we have a censored, educational online persona? The issue, then, would be keeping a strict separation of the personal and professional profiles.
