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Abstract
The focus of this study was to examine the rights of teachers in a rapidly evolving digital world. Our U.S. legal system has set the foundation for which our society is governed, but with new technological devices and applications produced and advanced at a rapid pace, many teachers careers are in jeopardy due to ambiguity and/or lack of guidelines. In this study we examine: (1) What is the legal history and procedure governing teacher behavior and teachers use of social media, (2) What type of social media networking policy exists at the district level and state level of public education in the state of Georgia, How are these policies implemented at all levels, (3) In one district, what are the leaders and teachers perceptions of social media use. This qualitative study uses a semi-structured interview study to ascertain if educators know and understand the level of protections they possess given the guidelines of a school district. As technology continues to be used by both teachers and students, teachers need to be educated and protected in concern to social media applications. This study seeks to determine if a dividing line exists between how educators use online social media for both personal use and professional purposes for which can be deciphered as a boundary to protect educators. By conducting a semi-structured interview with fifteen different, current educators, I will seek to develop connections between how educators use online social media applications and how they affect their employment. I will try to determine if school systems and their policies can offer some type of remediation in lieu of dismissal for teachers that make poor decisions with their digital behavior. The findings of this study sought to add clarity to policies and guidelines in school systems that need guidance concerning educators and their online activity.