Impacts of Technological and Social Media Surveillance on Early Childhood Teachers and Caregivers
DOI:
https://doi.org/10.61462/cujss.v50i1.710Keywords:
technology, social media, surveillance, early childhood, teachersAbstract
This qualitative case study research aims to explore the work context under technological and social media control and also the impacts on early childhood teachers and caregivers. The data was collected from 41 early childhood teachers and caregivers in Bangkok and Chiang Mai province by using purposive sampling technique. In-depth interview and non-participant observation methods were used. The study reveals that early childhood teachers and caregivers had to work under the control of instruction media technology, work monitoring equipments, communication technology via applications on smart phones and communication via online social media. This work context leads to indistinguishability between working hours and private time for teachers or caregivers, who felt threatened by suspicion. Moreover, this technological and social media control also has indirect impacts on the children under their care in terms of safety, children rights transgressions, and obstruction of learning experiences. Furthermore, conflicts and suspiciousness among the teachers or caregivers, the schools and the parents could ensue. Accordingly, rules governing technology and social media use need to be collectively enacted in the early childhood development system.
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