Navigating the ‘grey zone’ : teachers’ practices around students’ online interactions
Mehtälä, S., Salo, M., & Pirkkalainen, H. (2024). Navigating the ‘grey zone’ : teachers’ practices around students’ online interactions. Educational Research, Early online. https://doi.org/10.1080/00131881.2024.2305824
Julkaistu sarjassa
Educational ResearchPäivämäärä
2024Oppiaine
Hyvinvoinnin tutkimuksen yhteisöTietojärjestelmätiedeValue Creation for Cyber-Physical Systems and ServicesSchool of WellbeingInformation Systems ScienceValue Creation for Cyber-Physical Systems and ServicesTekijänoikeudet
© 2024 the Authors
Background
A wide variety of information and communication technologies (ICTs) is increasingly embedded into numerous facets of everyday life. Young people, in particular, are often viewed as eager and skilful users of new ICTs who have various educational and leisure-related purposes for ICT use. Although school and home lives have traditionally been viewed as separate, ICT use has blurred the lines between these environments. This study focuses attention on the negotiation of this ‘grey zone’ within the school setting, in terms of teachers’ practices around students’ online interactions.
Purpose
This study sought to gain insight into teachers’ perceptions of the challenges related to students’ online interactions and how these become visible in the school context. This included exploring strategies identified by teachers in efforts to surmount difficulties.
Methods
Data collection involved semi-structured interviews with 15 teachers in Finland working in primary and/or lower secondary education. The transcribed data were analysed qualitatively, using a thematic approach.
Findings
According to the teachers, there were significant challenges associated with young people’s online interactions that affected their students and the flow of school life, such as online conflicts and dysfunctional behaviour in messaging groups. Although teachers found that the boundaries and the obscurity of their roles made it difficult to address some situations, they nonetheless identified strategies to overcome challenges, often including collaboration with students and parents.
Conclusions
The study highlights how students’ online interactions can affect the ways that teachers view themselves and their roles as educators. Given the pace with which ICT, and young people’s use of it evolves, the study suggests that there is a need for frequently reviewed guidelines or practices that help clarify the roles of different actors in relation to the realities of students’ ICT use.
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Julkaisija
RoutledgeISSN Hae Julkaisufoorumista
0013-1881Asiasanat
Julkaisu tutkimustietojärjestelmässä
https://converis.jyu.fi/converis/portal/detail/Publication/202840093
Metadata
Näytä kaikki kuvailutiedotKokoelmat
Rahoittaja(t)
Euroopan komissioRahoitusohjelmat(t)
KA2: Yhteistyökumppanuudet, E+
The content of the publication reflects only the author’s view. The funder is not responsible for any use that may be made of the information it contains.
Lisätietoja rahoituksesta
This research has been co-funded by the Erasmus+ programme of the European Union [project ID: 2021-1-EL01-KA220-SCH-000027978, “POSITIVE LEARN: Distance learning positification: technos-tress relief and wellbeing”].Lisenssi
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