To access the case studies, as well as the resources that can be used to guide decision-making, visit our Case Studies for Student Teachers page.
Before I became a graduate student at UBC, I was a teacher candidate preparing to take on the role of a professional educator. Like all of my peers transitioning into the same professional role, there were elements of teaching that I looked forward to with a great deal of excitement: working with children and youth, turning my experiences and passions into learning opportunities for others, and having a positive impact in my community. It took longer to realize that the privilege of a teaching role also means placing certain limits and restrictions on my off-duty conduct, including how, when, and where I interacted digitally. Although I did not feel that any aspect of my digital identity was unfitting of a teacher, I found myself worrying about each of my online posts, pictures, likes, shares, and clicks, not wanting to do anything that someone else could use to call my character into question. Because of my experience—wondering about the right ways to participate digitally, feeling worried about the consequences of every decision I made online, and looking for answers that did not seem to exist—I jumped at the opportunity to work with Digital Tattoo, writing case studies and finding resources that I hope will help current and future teacher candidates as they address the same concerns in their own transition from student to teacher.
The intersection of digital identity and professionalism can be difficult to navigate for all new professionals, but it can be especially challenging for teachers, because we are expected to represent the entire teaching profession both at school and out of school, both offline and online. Due to the nature of our work with young people, the Supreme Court of Canada has ruled that “educators are held to a higher standard than other citizens,” and these standards extend to our digital lives (BC Ministry of Education, 2017).
But what exactly are these “higher standards?” Who decides? And where is the line between acceptable and unacceptable?
It is unsurprising that teacher candidates who are beginning to build professional identities often feel confusion, fear, and frustration when it comes to making decisions about our online interactions. After all, teachers are human and we make mistakes, but when public perceptions of our character can impact our job, there is a pressure to make the right decisions every single time.
But what are the right decisions?
What makes decision-making even more challenging for teachers is that there isn’t an answer key for that question. As citizens, we have the right to our online lives, but when we seek guidance regarding acceptable participation, we are often met with rules that are vague, incomplete, or unclear. This can lead to some teachers making basic errors in judgment, saying or sharing things online that can result in discipline, while others choose to stay offline because it feels like the simplest way to avoid any wrongdoing. Disengagement, however, does not help teachers build literacy in the digital world. Disconnecting from a tool that our students use every day can lead to a loss in teaching opportunities. It can also mean missing out on the online community-building and professional development that can contribute to a new teacher’s sense of belonging.
Recognizing the difficult situation in which teacher candidates find themselves, what can the Digital Tattoo project do to help them navigate this important part of their lives?
Working with the Digital Tattoo project, I have written a series of case studies informed by teacher candidates and faculty members to help teacher candidates build their confidence for decision-making in regards to their digital identities. The case studies allow teacher candidates to become familiar with the types of decisions they will be making as they transition into their professional roles and practice using policies and other resources to make informed decisions.
It should be noted that, despite having been written with teacher candidates in mind, these case studies can be used or adapted to explore professionalism and digital identity in any field in which public scrutiny plays a role. I hope that these case studies and the accompanying resources leave emerging professionals feeling a greater sense of control over their digital identities, that they feel better prepared to navigate any potential issues that could result from their digital participation, and that they are more confident making appropriate and effective decisions online.
References:
BC Ministry of Education. (2017). Standards: Questions and case studies. Retrieved from https://www.bcteacherregulation.ca/Standards/QuestionsCaseStudiesContents.aspx
