2016 / 2017Social Media Guidefor UK Teachers
2016 / 2017 Social Media Guide for UK Teachers Table of contents: Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Social media for students in 2016 . . . . . . . . . . . . . . . . 3 Recent changes in student behaviour on social . . . . . 4 Survey results. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Cyberbullying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 How to prevent cyberbullying . . . . . . . . . . . . . . . . . . . 7 Reducing professional vulnerability . . . . . . . . . . . . . . 8 Managing your privacy settings . . . . . . . . . . . . . . . . . 10 Newer social networks . . . . . . . . . . . . . . . . . . . . . . . . 11 Instagram . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Snapchat . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Other social networks . . . . . . . . . . . . . . . . . . . . . . . . . 14 Further information . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
2016 / 2017 Social Media Guide for UK Teachers Introduction Welcome to Celsian Education’s 2016 Social Media Guide for UK Teachers. With the ever-changing nature of social media it can be difficult for teachers to stay abreast of the latest changes in security and best practices. Our guide has been written as a collection of the most recent recommendations for UK teachers on social media as provided by trusted sources including NASUWT, UK Department for Education, UK Safer Internet Centre, Childnet International, Edutopia, Facebook, Snapchat and others, and aims to provide an up-to-date resource for advice and support on their personal and professional social media usage. In our report we’ve included analysis from a survey commissioned that examines the latest observations from UK teachers on social media issues in the classroom. Among other topics we review how to protect your personal social media activity from the eyes of your students, what to do in the event you are contacted, how to prevent cyberbullying and we also discuss how some of the more ‘emerging’ social platforms are being used by students in 2016. Things change quickly in social media so we will update this guide accordingly to reflect the latest and most useful recommendations. For additional information and links to external sources, please refer to the ‘Further Information’ section at the back of the guide. Introduction to the Celsian Education Social Media Guide for Teachers by Lee Brammer here... (leave this) Video Social networking trends for students in 2016 Social media continues to be an omnipresent feature of modern culture. Whilst a few social networks have leveled off or declined in growth (Facebook and Twitter primarily), the latest statistics from Ofcom show that its usage on the whole has increased in recent years and the 13-18 demographic is no exception. However, as a teacher, you may have noticed that social media usage often starts earlier than 13. The proliferation of ‘smart’ mobile phones given to children by their parents forms an environment where even the youngest students have the ability to access social media communications from a very early age.
2016 / 2017 Social Media Guide for UK TeachersDespite rules set by the Children's Online Privacy Protection Act (COPPA) that prohibit achild’s registration on Facebook, Twitter, Snapchat and Instagram until 13 years of age,students younger than 8 years old are known to be present and avid users. Whilst mostsocial platforms such as Twitter and Facebook provide a form or email address to report achild who is younger than 13, this tends to be merely a temporary setback for the childwho is determined to be involved.Effective policing of a child’s social media usage must start at home. For teachers lookingto provide parents with guidance regarding their child’s social media usage, at the back ofthis guide there are several links to resources you may refer to.Recent changesWhat has changed recently is that A plethora of choiceyounger users are increasingly movingbeyond simple SMS texting, Facebookand Twitter to other socially commu-nicative networks such as Snapchat,Instagram, Kik, Twitch and others. Thisfairly recent trend is being shown in theUK but is also found in most otherdeveloped nations.The specific reasons for the young social media users migrating from the more ‘traditional’social platforms are varied; however, by far the most widely cited reason is that they enjoythe freedom of not being potentially ‘spied’ on by parents and teachers. As other even‘newer’ social platforms gain traction in the future, there is expected to be greater studentuptake on those platforms as well.For teachers wanting to keep their personal social media lives away from their students, anexodus by young people from Facebook and Twitter can be seen as an advantage. Acollective move towards other platforms means their attention is diverted from the socialnetworks that teachers are most likely to be personally involved with.Out of sight, out of mind – hopefully.The big concern around less mainstream socialnetworks is that they provide a new andunrestricted arena for gossip and abusedirected at other students and teachers. UnlikeFacebook or Twitter, many of these socialplatforms are completely closed to publicsearches for keywords such as ‘name’ or‘school’; as such, there are few avenuesavailable to determine what is being said, or bywhom. We discuss the foibles of several up-and-coming social platforms later in the guide.
2016 / 2017 Social Media Guide for UK TeachersWherever they choose to spend their time online, there is no question that social mediaprovides your students with a growing part of their inter-personal communication network.Teachers should be ‘in the know’ so they feel confident with their own use, and so that theyhave the most up-to-date information in order to speak confidently about social mediaissues with parents and pupils should a negative situation arise.Survey resultsDuring the research phase of our report we surveyed teachers from across the UK andasked for their opinions on the use of social media. We also asked if they themselves feltadequately protected by social media policies, and were informed enough to ensure theydid not become victims of social media abuse. Over 45% of those we surveyed said thatthey knew of another teacher who had been a victim of social abuse. Our research clearlyhighlights the need for continued education and information around the ever-changingsubject of social media safety and security within schools. DOES YOUR SCHOOL HAVE Social media is becoming increasingly popular within A SOCIAL MEDIA POLICY? schools, with over 40% of those surveyed using social media for educational purposes within the classroom.Yes However, over 45% of respondents were either unsure 36% whether, or were certain that there was not, a social media policy in place in their schools. This highlights anNo 54% obvious need to either communicate out to all staff whatNot the policy is, or to implement a policy for all teachers andsure 10% students to adhere to.Given that over 40% of teachers are using social media within the classroom there is aneed to ensure policies exist to safeguard pupils and teachers. Our survey found that over45% of teachers have been contacted by a pupil through social media, this underscoresthe importance of continued education amongst teachers and students on the appropriateuse of social networks.Our findings also emphasised DO YOU FEEL LIKE YOUR SCHOOL HAVE YOU EVER BEENthe number of teachers who DOES ENOUGH TO EDUCATE AND CONTACTED BY ONE OF YOURdon’t feel their school doesenough to educate and ADVISE YOU ON THE DANGERS PUPILS ON SOCIAL MEDIA?advise them on the dangers OF SOCIAL MEDIA?of social media; we found thatover 50% of teachers were Yes Yesnot sure if their pupils wereadequately informed about 23% No 53% 47%the dangers associated with Nosocial media. 51% Not 25% sureIn summary, our survey suggests that there is a gap in knowledge for teachers who do notfeel that they know enough on how to protect themselves on social media, but also how toeffectively use social media in classrooms and educate their pupils about the dangersassociated with these channels.
2016 / 2017 Social Media Guide for UK Teachers Cyberbullying “Cyberbullying: the use of electronic communication to bully a person, typically by sending messages of an intimidating or threatening nature” As demonstrated by our survey, a real concern for teachers is the prevention of cyberbullying through social media, both for their own protection and that of their students. With the rapid development of technology, today’s children have undoubtedly grown up in a world that is different from that of most adults. Many young people experience the internet, mobile phones and social media as a positive, productive and creative part of their daily lives - available 24/7 and fully intuitive to them. Unfortunately, these technologies can also be used negatively to intimidate others. When children are the target of bullying or intimidation via social media, they often feel helpless, powerless and alone. Many victims of cyberbullying do not even realise that what they are experiencing is a form of bullying; they worry that adults around them will not understand what they are going through and will be unable to help. The statistics are troubling. One study carried out by the Anti-Bullying Alliance found that 22% of young people reported being the target of cyberbullying. Another recent survey from YouGov stands at 20%. Of those that reported being cyberbullied, 40% did not report it to their family or authorities. In 2016 there is still much work to be done. Recently, the media has reported an increase in high- profile cases of cyberbullying, targeted at not only students but teachers as well. This coincides with our survey data. Our survey found that over 45% of all teachers surveyed have been, or personally know of another teacher that has been, subjected to online abuse at some point. Current research in this area indicates that cyberbullying is unfortunately a feature of many young people’s (and teachers) lives. The emergence of newer, less open platforms, may exacerbate this growing problem. Unlike traditional bullying, cyberbullying provides no respite for the target of a cyberbully. Cyberbullying can take place at any time, and previously safe and enjoyable environments and activities can become threatening and a source of anxiety.
2016 / 2017 Social Media Guide for UK TeachersAnother consideration with cyberbullying is that the audience can be very large andreached rapidly. Once an abusive situation is in motion, it can be impossible to stop in theshort term. The difficulty in controlling electronically circulated messages means the scaleand scope of cyberbullying can be greater than for other forms of bullying. Electronicallyforwarded content is hard to control, and the worry of content resurfacing can make itdifficult for victims to move on.The relaxed nature of social media securityprotocols means users are not necessarilyrequired to use their real names in order toregister on many platforms, therefore peoplewho cyberbully will often attempt to remainanonymous. This can be extremely distress-ing for those being bullied. The personcyberbullying may not even be known or inthe same physical space as their target.It is also important to consider that some instances of cyberbullying may be unintentional.It can be the result of not thinking (for example, something sent as a joke may be deeplyupsetting or offensive to the recipient) or a lack of awareness of the consequences. Forexample saying something negative online about another pupil, friend or teacher whichisn’t expected to be forwarded or viewed outside the immediate group. Understanding ofcontext is necessary to evaluate the intent of any situation.Preventing CyberbullyingIt is often said that an ounce of prevention is worth a pound of cure, and this is especiallytrue here. The best way to deal with cyberbullying is to prevent it happening in the firstplace. However, there is no single solution to the problem of cyberbullying; it requires amulti-faceted and proactive approach to be effective.The first step is to decide who within your school community will take ultimateresponsibility for implementing anti-cyberbullying strategies, as well as establishingappropriate responses. Your school should have a named staff member responsible foranti-bullying activity; this person will be in authority to incorporate anti-cyberbullyingmeasures into the school’s day-to-day practices. Watch this video from Childnet Cyberbullying guidelines should be regularlyInternational on the effects of cyberbullying reviewed for appropriateness and effective- ness. Your school’s anti-bullying policy plus other relevant policies should be regularly updated to ensure that they are fit for purpose, for example, policies on behaviour and e- learning strategies. Your school’s Acceptable Use Policies (AUPs) – the rules that students have to agree to follow in order to use social media in school – should be reviewed often and well publicised to parents and students.
2016 / 2017 Social Media Guide for UK TeachersThe entire school community needs • Ensure there is full institutionala shared, agreed definition of cyber- awareness of the problembullying. Every stakeholder needs tobe engaged and aware of the impact • Clarify institutional responsibilitiesof cyberbullying and the ways inwhich it differs from other forms of • Regular policy reviewbullying. • Increase process visibilityIn addition, young people and theirparents should be made aware of • Report instances of abuse immediatelypupils’ responsibilities in their use ofsocial media (inside and outside the • Closely monitor your personal socialclassroom) and what the sanctions media security settingsare for misuse. • Change your name on social networksWhen policies around cyberbullying to something unrecognisableare made publicly visible andactively reinforced, the preventative • Do not behave as though yourmeasures in place will be the first personal social media activity isline of defence against abusive immune to professional scrutinysocial media behaviour. • Connect to, or communicate with, students on social • Communicate with parents on socialChildren will be children, and so it follows that even the most proactive and effectualpolicymaking in the world may not keep your students from contacting you on social media.As a teacher, if you have become the victim of cyberbullying, or know someone who has,the NASUWT can provide assistance. At the back of the guide you will find links to themany resources they provide. All correspondence with NASUWT are treated with thestrictest confidentiality and will be used to inform NASUWT's work in protecting teachersfrom cyberbullying in the future.Reducing Professional VulnerabilityThe following section provides guidance how you can reduce your professional vulnerabilityin the use of your personal social media communications. This is the next step in prevent-ion of unwanted attention or offensive behaviour. Although teachers are, of course, entitled to a private life, you should remember that anything you do when you are off duty either online or offline could have an impact on your professional life. Sometimes seemingly innocent conduct or actions may be misunderstood and mis- construed by others, and this could affect your fitness to teach status. Good judgement and caution should be exercised at all times with your personal social media usage.
2016 / 2017 Social Media Guide for UK Teachers As mentioned, pupils are often curious about their teachers’ personal lives and may try to find out more about them. In response, many teachers choose to change their name and profile data on social media channels so that they are ‘found’ less easily. For protection, if you have not done so already it is recommended that you alter your name on your preferred social media platforms. Changing your name will remove much of a pupil’s ability to discover your social media profiles via a cursory search. Social media can significantly change a relationship and when teachers and students become ‘friends’ on a social media platform, this can often mean that the previous professional boundary is broken. For this reason it is recommended that you do not connect to your students on any social media platform. You should firmly decline student-initiated ‘friend’ requests from pupils and you should not instigate any yourself. With parents, use your own discretion when dealing with friend requests. It is acceptable (and advisable) to decline these invitations and remind parents of more formal channels which they can discuss their child’s education. Always maintain a formal, courteous and professional tone when communicating with parents and ensure that professional boundaries are maintained. Best practice is to only use official channels of communi- cation (e.g. work e-mail addresses) and be fully aware of and comply with your employer’s policies and guidance on all electronic communication matters. Your personal use of social media can be called into professional question for several reasons. Inappropriate electronic communication with pupils, colleagues and parents, including not only social media but on SMS and instant messaging, will leave you open to scrutiny. Posting or sending sexually explicit images to colleagues or pupils is an obvious no no. ‘Grooming’, defined as when a teacher uses electronic messages with a view to establishing an inappropriate relationship with a pupil, is restricted. Possessing, making, viewing or distributing indecent images of children and using inappropriate YouTube content in the educational setting is also forbidden. In general, a teacher should never share information or communicate with students in any environment that they would not willingly or appropriately share in a school or school-related setting or in the community. Encourage your pupils (and their parents) to behave appropriately and safely online and alert them to the risks of social networking and electronic communication. If you learn that a pupil is not behaving appropriately or safely online then you should report the matter to your manager as per your school’s policies and procedures. Similarly, if you feel that you are the victim of cyberbullying, or if you are uncomfortable with any posts or comments made by pupils about you on social media, you should also not hesitate to report such behaviour via the appropriate channels.
2016 / 2017 Social Media Guide for UK Teachers Managing Your Privacy Settings It is very important to manage your privacy settings and keep them under review. It is an unfortunate fact that privacy settings are never completely failsafe - always double- check that your photos are private and ensure your settings do not allow others to tag you in any photos or updates without your permission. If you are concerned about anything on social media that relates to you, don’t be afraid to ask others to remove it. If you are embarking on a teacher-training course for the first time or starting a new teaching post, it’s a good idea to conduct an audit of the social media sites you regularly use to re-evaluate any information about you that is publicly available online. You can find links to relevant social networks at the back of the guide. Even if you think your privacy settings are secure, you should always assume that any information you post can be accessed or even altered online. Ensuring that your privacy settings are watertight will make it harder for others to find you online or tag you inappropriately. Similarly, if you are applying for new teaching posts, it is certainly worth remembering that potential employers may access online social media profiles to view potential candidates. You may want to consider what is posted on the sites that you usually frequent to ensure that it is the sort of information that you are happy for potential employers and students to see. It’s prudent to regularly change your passwords for any sites you use and always use a strong and different password for each of your profiles. Free programs like LastPass can assist you in securely managing your online passwords from one central location. If you access your favourite social sites via more than one method (e.g. smart phone / tablet / computer) protect each of them with a PIN, especially those that you keep at school to protect access to its content and guard against potential misuse. Finally, be careful when taking and sharing photos of children, and comply with your employer’s rules and policy in this matter. In summary, you should always maintain a high vigilance with regards to your personal use of social media. Best practices are to assume that anyone can see anything, at any time, and conduct yourself accordingly. You can never be 100% certain what can or cannot be accessed on your profiles, so refrain from criticising your students, their parents, employers or others within the school community.
2016 / 2017 Social Media Guide for UK TeachersNewer Social NetworksAt this point many teachers will have a good foundation of the features and fundamentalsof popular platforms like Facebook and Twitter. If you need a security refresher, there arelinks to official guidance found in the links section at the back of the guide.For teachers unfamiliar with more recent social networking platforms such as Instagram,Snapchat and others, it can be a daunting task to talk about them with students andparents should the need arise. In this section you will discover some of the characteristicsthat make Instagram, Snapchat and others so attractive to students and importantly learnhow you can limit your professional vulnerability on them should you choose to use themin your personal life.Instagram InstagramInstagram burst onto the scene in 2011 and rose toprominence due to its unique (at the time) functionality ofallowing people to share photos taken by a phone’s camerathen adding optional colour ‘filters’ to them. Instagram hassince moved onto short video sharing as well.Upon its acquisition by Facebook in 2012, Instagram becameeven more well known and currently has an active user baseof around 500M worldwide, with over 15M active users in theUK. Unlike many social networks - it continues to grow in size– a recent survey by Ofcom said roughly 35% of all 13-18year olds in the UK now have an Instagram account. So what makes Instagram so popular? Children enjoy Instagram because they love creating pictures and videos then sharing and socialising with them on their phones, and Instagram makes all that possible in a simple, eye-catching way through its smartphone app. But the commenting isn't just commenting. In effect, they are socialising in mixed- media conversations that include plenty of likes and links too.Though there's nothing inherently dangerous about Instagram, the main things teachersand parents worry about are typical of all social media: mean behavior among peers andinappropriate photos or videos that can hurt a child’s reputation or attract the wrong kind ofattention. Parents are also concerned that people their kids don't know can reach out tothem directly, which is commonplace.
2016 / 2017 Social Media Guide for UK TeachersBy default, photos and videos shared on Instagram can be seen by anyone (unless youshare them directly to another user) so the first step should be to make your account‘private’. Private accounts give you the ability to explicitly ‘approve’ anyone who wants to‘follow’ you. But note that even when your Instagram posts are private, your profileinformation remains public (anyone can see your profile photo, username and bio). You canadd a few lines of text about yourself there, so it would be wise to talk to children (and givesome thought yourself) about what is appropriate to say publicly on the bio screen.Once you make your posts private, people • Make your Instagram accountwill have to send you a ‘follow request’ if ‘private’they want to see your posts, your ‘followers’list or your ‘following’ list. Follow requests • Review your public ‘bio‘will appear in the ‘Activity’ section, where informationyou can approve or ignore them. • Review the pictures you areWe recommend ‘private’ as the appropriate ‘tagged’ in for appropriatenesssetting for most purposes, and definitely forchildren, but note that people are able to • Change your passwordssend a photo or video directly to you even if regularlythey’re not following you - this is how mostunwanted contacts on Instagram occur. It is • Do not connect to anyonebest to tell children to ignore all incoming on Instagram that you dorequests except from sources they know not personally knowand have been told in advance are coming.As with all social networks, it is prudent to remind children (and yourself) to changeInstagram passwords frequently and never share them. This is so other people won't be ableto use your password to go into your account to impersonate you (known as “hacking”). Likea strong door with a good lock, a strong password will keep your space as safe as possible.Learn more about the safety features of Instagram through their website here.SnapchatIf your students are not on Snapchat yet, it won’t be long before theyare. It has become one of the most popular apps for teens and tweensand the fastest growing of all social networks. The latest Ofcomsurvey stated that there are now nearly 10M Snapchat users in theUK. To put the number into context, it is already 70% of Twitter.So what is Snapchat all about? Snapchat is a mobile messaging Snapchatapplication that lets you share images, video clips, text and drawingsthat can only be viewed for a matter of seconds (up to 24 hours) asthe originator of them dictates. After that time they are gone forever*.For parents - this can be a relief - it means that whatever their child is sharing will not liveon the internet for eternity. On the other hand, it creates a whole realm of communicationfor kids that is virtually impossible for parents and teachers to monitor. *exceptions apply, see next page
2016 / 2017 Social Media Guide for UK TeachersIt has been drummed into most students that photos and videos shared on the internetstay there in perpetuity and are nearly impossible to remove from the public domain. Thegood news is that a recent non-scientific survey of the teens we know gives us confidenceto state that they are, by and large, aware of these dangers.It is for this exact reason that Snapchat has Various Snapchat lensesbecome so popular with teens - as the anti-Facebook. For all the reasons many enjoyuploading their perfectly curated pictures intoFacebook for posterity, Snapchat offers itsusers the opposite experience. This appeals toteens who love its off-the-cuff and ephemeralnature. Amongst its fun ‘lenses’ and storytellingfeatures, on Snapchat they do not have to worryabout an invisible audience looking at theirphotos in the distant future.A ‘snapcode’ Despite the media’s ongoing attention with Snapchat ‘sexting’ stories, as with Instagram there is nothing fundamentally dangerous about Snapchat. Snapchat, like all social networks and chat applications, can be used for sexting and harassment. But unlike other social networks, there is currently no ability to publicly search for other users. To connect to someone, Snapchat forces you to input their user name, telephone number or a Snapcode (think ‘QR’ code), as shown left.Whilst this may be advantageous for security purposes, it can be particularly upsetting ifharassment happens on Snapchat. This is because Snapchat is typically used amongclose friends (or at least people who have each other’s username or phone numbers).Its short term nature adds a degree of safety for users, but students should not have afalse sense of security about Snapchat. It is important to remember that Snapchat-createdmedia can be saved as screenshots or photographed with another phone and shared.There is nothing that can be done about this.• Make your Snapchat account Snapchat does allow its users to enjoy ‘private’ some privacy since Snapchatters can only send images or videos (Snaps) to• Review your public ‘bio‘ people on their ‘friends’ list. If you information receive a Snap from someone you have not yet added as a friend, you• Change your passwords will receive a notification but you will regularly not receive the Snap until you add the Snapchatter to your friends list.• Do not connect to anyone on Children should be reminded to only Snapchat that you do not accept ‘friend’ requests from people personally know and trust they trust.• Do not share inappropriate Learn more about Snapchat’s security media - it may not disappear settings on their website, here.
2016 / 2017 Social Media Guide for UK Teachers Other social networks to consider In mid-2016, over 85% of 15 year olds in the UK are active on one or more social networks, but increasingly this usage is being diffused across a wider range of platforms. Here is a collection of some of the more of the popular messaging or social networks you may come across with your students... Whatsapp is an instant messaging app for smartphones that is gaining popularity with users of all ages. It lets you send messages, images and videos to friends. You can have one-to-one and group conversations in a closed environment - which makes it especially popular with students in all age groups. Learn more about Whatsapp here. Yik Yak is also a social media smartphone application. It is available for iOS and Android and allows people pseudo-anonymously to create and view discussion threads within a 5-mile radius (termed \"Yaks\" by the application). Especially popular on university campuses, Yik Yak has been gaining popularity with students at middle and primary schools and its usage in the UK is on the rise. Learn more about Yik Yak here. Twitch is a live streaming video platform known best for video game- related content, including e-sports tournaments, personal streams of individual players, and gaming-related talk shows. There is a chat feature that can be used, amongst other things, to harass other viewers and that is routinely witnessed on Twitch. Learn more about Twitch here. Kik is an instant messenger app for mobile devices that lets its users connect with friends, groups and the wider world through its chat function. Users' names and birth dates are not verified, allowing users to misrepresent their identity. Kik's anonymity has been controversial because the lack of detection and tracking has attracted some illicit users. Learn more about Kik here. Periscope, owned by Twitter, is one of a few apps for smartphones that are becoming important players in the ‘live streaming’ space (with Facebook Live and YouTube Connect as others). It allows its users to stream video directly from their phones ‘live’ to an audience of friends, or publicly. Apps like these are known to be used for livecasting the bullying of students. Learn more about Periscope here. Outside of Instagram and Snapchat, these are 5 significant social networks and messaging apps to come to prominence recently. As others gain popularity in the future they will be featured here in subsequent editions.
2016 / 2017 Social Media Guide for UK Teachers Further information: Once again, thank you for downloading Celsian Education’s 2016 Social Media Guide for UK Teachers. We hope you found the information valuable - we will periodically revise this guide in the future as new information and trends emerge. For many topics we’ve only scratched the surface of available material. Additional information pertaining to the guide is available through the sources cited below: • Ofcom: Children and Parents: Media Use and Attitudes Report • DoE: Prevention of cyberbullying • DoE: Advice for Parents & Carers about cyberbullying • NASUWT: Member support to report cyberbullying (regional contact details) • Childline: Building confidence after online bullying • UK Safer Internet Day 2017 • Common Sense Media: 3 Teen Trends in Social Media • Facebook security • Twitter security • Instagram security • Snapchat security • WhatsApp security • YikYak security • Twitch security • Kik security • Periscope security We invite you to leave feedback about the issues within the guide and join us to discuss these and other matters on our Celsian Education website & social media properties:Click above to visit our website Facebook Twitter LinkedIn Email Blog
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2016 / 2017Social Media Guidefor UK Teachers