This is the fifth in a series of posts in which I will attempt to demonstrate critical reflection with respect to different aspects of life as a teacher. This post aims to explore ethics related to digital/online access and activity within the context of fusing acebook groups for the purpose of organising school sports teams.
Facebook groups are widely used at my school to communicate with students and parents, as we often struggle through either traditional methods (e.g. daily notices), or more 21st century methods (e.g. email), and the majority of our students are active on Facebook.
Hall (2001, p.5) proposes a guide for ethical decision-making which I will utilise, alongside the Education Council's Code of Ethics for Certificated Teachers (2017). There are many questions to be asked! But for the purpose of the exercise I will dig into issues of privacy.
What is the problem?
Opening up an online, public, forum challenges the teachers' ability to protect the confidentiality of information about learners obtained in the course of professional service, consistent with legal requirements.
Who are the main stakeholders with interests in the problem, and what are their interests?
The students at risk of having their confidentiality compromised may be keen to maintain degrees of privacy and protection. These degrees differ, but all must be respected. Similarly, parents and caregivers will have different desires and expectations regarding the protection of confidentiality of information. Involved teachers are keen to reap the benefits of the platform while maintaining professional standards and avoiding situations that may compromise personal and/or professional ethics. Finally, the school is no doubt keen to ensure everything is above board!
Which stakeholder should be given priority? Why?
As is usually the case, the student's protection should be given priority, as they are the most vulnerable. Along with, perhaps, the teachers, who are vulnerable personally and professionally in social digital environments.
What restrictions are there to your actions?
The Code of Ethics (Education Council, 2017) requires teachers to "promote the physical, emotional, social, intellectual and spiritual wellbeing of learners", and "protect the confidentiality of information about learners obtained in the course of professional service, consistent with legal requirements". As such, the teacher(s) facilitating the group is responsible for how any consequence of involvement might effect the student. In practice, the teacher is responsible for the security of information contained and shared within the group, and for any interactions that exist within the boundaries of the group.
Which courses of action are possible?
There are numerous options within Facebook's settings for limiting access from non-approved users. Moderators (usually teachers and managers) can then monitor who has access to the information shared and contained within the group, and manage who is granted membership. However, we are at the mercy of Facebook's processes and protection to provide the higher level of management.
Can you identify precedent cases that are similar to this one?
No.
Which courses of action are least acceptable? Why?
To allow open and free access would be the least acceptable, as it would give uncontrolled access to any Facebook user.
Which course of action will you follow? Why?
I have, and will continue to, strictly limit and monitor membership and content. More could be done, perhaps, to engage parents and caregivers, however.
How should the course of action be implemented?
The action described above has already taken place. Going forward, though, for the new season it would be wise to communicate more openly and plainly with parents and caregivers regarding the existence of and purpose of the group.
What does this incident teach about ethical decision-making?
This process has been useful to reiterate and highlight the risks of utilising social networks for professional and educational purposes. Nonetheless, I am still comfortable and confident that the use is appropriate and that our approach is well-considered.
Education Council. (2017). Code of Ethics for Certificated Teachers. Retrieved from https://educationcouncil.org.nz/content/code-of-ethics-certificated-teachers-0
Hall, A. (2001) What ought I to do, all things considered? An approach to the exploration of ethical problems by teachers. Paper presented at the IIPE Conference, Brisbane. Retrieved from http://www.educationalleaders.govt.nz/Culture/Developing-leaders/What-Ought-I-to-Do-All-Things-Considered-An-Approach-to-the-Exploration-of-Ethical-Problems-by-Teachers
Facebook groups are widely used at my school to communicate with students and parents, as we often struggle through either traditional methods (e.g. daily notices), or more 21st century methods (e.g. email), and the majority of our students are active on Facebook.
Hall (2001, p.5) proposes a guide for ethical decision-making which I will utilise, alongside the Education Council's Code of Ethics for Certificated Teachers (2017). There are many questions to be asked! But for the purpose of the exercise I will dig into issues of privacy.
What is the problem?
Opening up an online, public, forum challenges the teachers' ability to protect the confidentiality of information about learners obtained in the course of professional service, consistent with legal requirements.
Who are the main stakeholders with interests in the problem, and what are their interests?
The students at risk of having their confidentiality compromised may be keen to maintain degrees of privacy and protection. These degrees differ, but all must be respected. Similarly, parents and caregivers will have different desires and expectations regarding the protection of confidentiality of information. Involved teachers are keen to reap the benefits of the platform while maintaining professional standards and avoiding situations that may compromise personal and/or professional ethics. Finally, the school is no doubt keen to ensure everything is above board!
Which stakeholder should be given priority? Why?
As is usually the case, the student's protection should be given priority, as they are the most vulnerable. Along with, perhaps, the teachers, who are vulnerable personally and professionally in social digital environments.
What restrictions are there to your actions?
The Code of Ethics (Education Council, 2017) requires teachers to "promote the physical, emotional, social, intellectual and spiritual wellbeing of learners", and "protect the confidentiality of information about learners obtained in the course of professional service, consistent with legal requirements". As such, the teacher(s) facilitating the group is responsible for how any consequence of involvement might effect the student. In practice, the teacher is responsible for the security of information contained and shared within the group, and for any interactions that exist within the boundaries of the group.
Which courses of action are possible?
There are numerous options within Facebook's settings for limiting access from non-approved users. Moderators (usually teachers and managers) can then monitor who has access to the information shared and contained within the group, and manage who is granted membership. However, we are at the mercy of Facebook's processes and protection to provide the higher level of management.
Can you identify precedent cases that are similar to this one?
No.
Which courses of action are least acceptable? Why?
To allow open and free access would be the least acceptable, as it would give uncontrolled access to any Facebook user.
Which course of action will you follow? Why?
I have, and will continue to, strictly limit and monitor membership and content. More could be done, perhaps, to engage parents and caregivers, however.
How should the course of action be implemented?
The action described above has already taken place. Going forward, though, for the new season it would be wise to communicate more openly and plainly with parents and caregivers regarding the existence of and purpose of the group.
What does this incident teach about ethical decision-making?
This process has been useful to reiterate and highlight the risks of utilising social networks for professional and educational purposes. Nonetheless, I am still comfortable and confident that the use is appropriate and that our approach is well-considered.
References
Hall, A. (2001) What ought I to do, all things considered? An approach to the exploration of ethical problems by teachers. Paper presented at the IIPE Conference, Brisbane. Retrieved from http://www.educationalleaders.govt.nz/Culture/Developing-leaders/What-Ought-I-to-Do-All-Things-Considered-An-Approach-to-the-Exploration-of-Ethical-Problems-by-Teachers
Comments
Post a Comment