A1 Journal article (refereed)
Navigating the ‘grey zone’ : teachers’ practices around students’ online interactions (2024)


Mehtälä, S., Salo, M., & Pirkkalainen, H. (2024). Navigating the ‘grey zone’ : teachers’ practices around students’ online interactions. Educational Research, 66(2), 121-138. https://doi.org/10.1080/00131881.2024.2305824


JYU authors or editors


Publication details

All authors or editors: Mehtälä, Saana; Salo, Markus; Pirkkalainen, Henri

Journal or series: Educational Research

ISSN: 0013-1881

eISSN: 1469-5847

Publication year: 2024

Publication date: 25/01/2024

Volume: 66

Issue number: 2

Pages range: 121-138

Publisher: Routledge

Publication country: United Kingdom

Publication language: English

DOI: https://doi.org/10.1080/00131881.2024.2305824

Publication open access: Openly available

Publication channel open access: Partially open access channel

Publication is parallel published (JYX): https://jyx.jyu.fi/handle/123456789/93247


Abstract

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.


Keywords: teachers; students; schools (educational institutions); information and communication technology sector; network communication

Free keywords: students; information and communication technology (ICT); online interaction; teachers; school; ICT policy


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Ministry reporting: Yes

VIRTA submission year: 2024

Preliminary JUFO rating: 2


Last updated on 2024-14-09 at 20:26