Although students have access to more technology than any previous generation, much of this technology is inaccessible or difficult to access for classroom use.
Big Tech and Student Privacy
The Freedom of Information and Protection of Privacy Act protects students regarding their online permissions.
https://www.bclaws.gov.bc.ca/civix/document/id/complete/statreg/96165_00
Using many online services, such as Facebook or TikTok, requires that users divulge personal information to the service provider. This could include emails, access to device permissions (contacts and location), as well as the storage and ownership of user-created data abroad.
As educators, we have a complicated relationship with Big Tech and technological integration into the classroom. Google, for example, is a world-standard search engine and gold mine for information. Instead of relying on Microsoft Suite, students can access Google’s free document software, or quickly create a Google Slide and collaborate with classmates on it.
When I was their age, I remember passing around thumb drives during groupwork. Now, students can research, write and collaborate all within the Google ecosystem.
As an educator, I have greatly appreciated the ease of the Googlesphere. Whether I am at home on my own computer, or using UVic’s libraries’, I can access the same document. I can then share this document over the net to my practicum school, and walk into class the next day with all my teaching materials having preceded me.
As Michael explained, this integration is permitted through extensive consent forms signed throughout the district. Google allows for separate educational accounts, which (although there are complications) keep the students’ personal information separate from their classroom experience.
TikTok
TikTok, the Gen-Z and Gen-A reincarnation of Vine, has entrenched itself in the youth. The social media platform offers short video clips, ranging from funny cat recordings, to impromptu opinion pieces to political advocacy. For many people, the app is incredibly easy to access and create content on.
For example, this two-and-a-half minute video covers the basics of what’s needed to use TikTok.
For example, I found this TikTok on essay writing tips. Although students may find this video engaging, as it promotes ‘fluffing up’ essay word counts (to my English teacher’s distaste), it captures the spontaneous and opinion-sharing ‘vibe’ of TikTok.
Much like how the Googlesphere allows for users to collaborate over the net, both Canadian and American educators have praised TikTok for allowing students to work with peers.
This article by CBC includes Bonnie Stewart, a professor of education of the University of Windsor. Although the article is two years old and focuses on student engagement during the pandemic isolation, much of what drew teachers to TikTok then still holds true.
https://www.cbc.ca/radio/spark/tik-tok-teacher-1.6593395
As Stewart mentions, TikTok encourages creative engagement by students. In this format, students are free to express themselves through a medium many are already comfortable with. Moreover, Stewart adds that TikTok is quick to implement during classroom time. Although she did not specify further, I assume this refers to the platform’s ease of use.
Unlike Google, TikTok does not have the same consent agreements in B.C. schools. TikTok does not offer student accounts, meaning that students would give up personal information to sign up for the service. Moreover, TikToks (the video products) are largely created off phones, which students would likely use on their own.
Regardless of whether students already have TikTok, it is unethical to mandate it’s use for classroom engagement.
Pecha Kucha
However, TikTok’s short presentation format can be somewhat replicated through another presentation medium- Pecha Kucha.
The better part is, Pecha Kucha presentations can easily be created within the school’s Googlesphere.
For those unfamiliar with Pecha Kucha, it is a short style of textless presentations. Traditionally, the form is twenty slides, each with a photo. The slides are timed for twenty seconds, which is the limit the presenter has for each photo. This creates a concise, short and engaging presentation.
Below is a video which summarizes the history and structure of Pecha Kucha.
Although students do not need to record a video for the Pecha Kucha format, it allows them to practice a mode of presentation somewhere between a TikTok and a Ted Talk.
The style is accessible too. As each slide only has one photo, the instructor does not need to teach slide design in-depth, rather, only needs to scaffold for accurate image to content pairing (though not a trivial task). Like TikToks, students are held to strict time limits, making for snappy presentations.
Regarding images, a Pecha Kucha is also a fantastic opportunity to introduce Creative Commons or Open Source copyright content. Thereby, a Pecha Kucha could be an assignment where students learn image sourcing and presentation skills within a concise package.