Argumentative-Teachers Usage on Social Media Assignment

Argumentative-Teachers Usage on Social Media Assignment Words: 865

For its renown, Faceable later becomes now of being the latest phenomenon to the society. Unwittingly, since millions of people using Faceable, there is a possibility of the professionals using it too. Despite of the fact that some professionals use Faceable because it is “trending”, Faceable also has several useful functions, namely, Faceable can be summed up as a tool to bound people together. Lamp, Ellison & Steindler (2008) elaborated on the practical usage of Faceable obtained through surveys.

From the surveys, they pointed out that the place to find new connections, the source of information of acquaintances and the LOL to keep in touch with old fellows as three most common useful functions of Faceable. Moreover, it is impossible to ban professionals to keep pace with the latest trend (since it is fair for Faceable to be called “a trend”) and to utilize Faceable as a social tool, undoubtedly professionals have social life too.

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At Microsoft company, most employees have used social networking sites (Keels & Grudging, 2008) In fact, some companies started giving social network tutorials to their employees, it seems like becoming “social media Pro” (“Faceable Pro”) is now written down on the job descriptions, however, ACH social media platform has certain reputation, and Faceable is not considered as a generally business site. (Klan, 2010) The main concern is that Faceable itself makes it easy to blur lines between professional and personal purposes.

But, it is believed that professionals using Faceable for professionals’ interests will lead them to negative professionalism judgments. According to Keels and Grudging (2008) Faceable describes itself as a social utility that connects people with friends and others who work, study and live around them. Since Faceable pictures itself as a connection from those who ark and study together, it is plausible if some professionals utilize Faceable to be connected with their professional fellows and unconsciously for professional interests.

For example, in a professional world, such as in schools Faceable is used by certain teachers for their teaching purposes. Image, Meek, Wellness and Holey (2009) conducted a research project at a British university and found that particular teachers used Faceable to assist their teaching. Amaze, Murphy and Simmons (2007) came up with another finding relating to teachers using Faceable for their professional purposes. They noted that teachers utilized Faceable to foster staff-student relationships while constantly advising to do it with caution, such as, to put merely self-disclose appropriate information.

The main reason for teachers using Faceable for their professional purposes is because they found out a large number of students are checking their Faceable accounts daily, hence, it is the most effective strategy to post latest announcements regarding to school work on Faceable. However, this idea of using Faceable for professional purposes is not only keen in schools, in the year of 2009, current resident of US, Barrack Obama utilized Faceable to assist his campaign and this approach is still considered to be a brilliant approach that leads him to a major success. Asker and Change, n. D. ) Obama might also take the fact that Faceable is a social media that has been flooded by millions of people into his consideration, just like the teachers did. Yet, they may not notice that using Faceable for professional interests is invasive. (Klan, 2010) Looking at the overview of Faceable, it does not delineate a professional site. Faceable profiles are extensible, they optionally include martial or legislation status, religious and political views, hobbies, birthday, favorite books, movies, music and quotations. Keels & Grudging, 2008) Even though particular professionals utilize faceable for professionals’ interests, Faceable was not originally designed for it. There are several illustrations supporting disadvantages and negative professionalism judgments after Faceable is involved in a professional matter. Amaze, Murphy and Simmons (2007) reported that the tensions were aroused when teachers added their students on Faceable, this could happen since the students were anxious about their personal information might get revealed. In the professional world, personal things are definitely things that have to be put aside.

Moreover, some students stated after being added as a friend on Faceable by their teachers, the students personally felt the power distance between teachers and students was a bit loose. There is a chance of the prior established relationship being threatened. Since power distance is slightly loose, it may be possible that this may trigger students to be less respectful to their tutors. According to Image, Meek, Wellness and Holey (2009) the idea of being contacted by tutors via Faceable is not overly keen by the majority of students. This explains why students were shocked and found it inappropriate to be contacted through Faceable.

Image, Meek, Wellness and Holey (2009) also clearly stated that the use of F-casebook was most importantly for social reasons not for formal business purposes. Apart from teachers’ reason for using Faceable for professional matter stating that most students access Faceable daily, so Faceable is an effective means to inform latest announcements, there may be trouble encountered while discussing professional things on Faceable, since it may later engage personal things and may lead to an unsuccessful attempt of maintaining the image of revisionism’s.

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