Teachers are using inappropriate video content in class

Sponsored content from ClickView.

• Mark Anderson FCCT, ICT Evangelist and former school leader, draws upon TeacherTapp research of over 6700 educators, which unveils the classroom teaching practice causing 73% teachers to experience inappropriate video in the classroom.
• With the 2023 KCSIE guidance, it’s more important than ever to reflect up how content is used in classrooms and where that content is coming from.

YouTube has emerged as an indispensable tool for modern educators. According to a recent survey, a significant 91% of teachers integrate it into their lessons. But while its appeal is evident, the associated risks, particularly in the context of KCSIE 2023, can’t be ignored.

A Mirror to Systemic Issues

Recent data from a TeacherTapp survey in June 2023 revealed an eye-opening statistic: 73% of the 6,746 teachers surveyed have experienced inappropriate, embarrassing or unsafe content while utilising YouTube in their teaching. 

This is not a mere inconvenience; it is a critical issue that implicates safeguarding protocols. However, let’s be clear: the problem is not simply an individual failing of teachers but rather a symptom of systemic shortcomings that educators must navigate.

The majority of teachers spend less than 5-10 mins searching for the videos they play in the classroom

The KCSIE guidelines stress the necessity of robust filtering systems, yet they also candidly acknowledge the limits of technology. 

If YouTube has been given the green light through your school’s firewall, then the first line of defence is the teacher. Often with very limited time, the reality is that more than 60% of teachers spend less than 5-10 minutes finding the video they play in class. Teachers and middle leaders use video most frequently, but spend the least time reviewing content. Senior leaders and headteachers take much longer, but as a rule also have less direct teaching commitments. Far from laying blame at teachers’ feet, we must recognise this as a systemic issue that merits attention.

Notwithstanding that, The YouTube platform has lots of content, for sure. However, it varies so widely in terms of accuracy, relevance and educational value (coupled with the fact that teachers don’t have the time to check the quality) that its use, just by the law of averages, can be subpar or unreliable at best. This not only undermines educational outcomes but it would not be alarmist to say that this is a safeguarding time bomb just waiting to go off. 

The Double-Edged Sword of Personal Streaming Accounts

It’s not just YouTube. A concerning 60% of teachers—and up to 78% in primary settings—are using personal streaming such as Netflix accounts in their classrooms. This raises serious legal and ethical issues. Use of such platforms for educational purposes is not just a bending of the rules, it’s a direct contravention that could have serious legal implications for schools and trusts. But again, this isn’t a point of blame; it’s a call for broader institutional guidance. 

Digital Citizenship: More Important Than Ever

When you consider how popular AI tools such as ChatGPT have become in the last year, for teachers and students alike, never before has digital citizenship and digital literacy been more important. 

With AI presenting us all with so many learning opportunities around essential topics including bias detection, privacy, accessibility, ethics, plagiarism, citation and online safety, this isn’t merely a matter of compliance but an ethical imperative.  

A Fork in the Road

The use of video content platforms like YouTube presents us with a complex tapestry of challenges that intersect with issues of safeguarding, educational quality, and legal compliance. As we find ourselves at this crossroads, we must ask: do we continue along the same path, disregarding the glaring issues we face, or do we actively engage in the responsible selection and application of quality digital content, acknowledging that whilst use of these tools is “free” there’s a much greater cost being incurred. Perhaps paying for trustworthy content is inevitable given the ongoing issues around workload? 

Leading the way in video for primary and secondary schools, ClickView are providing instant free teacher access to evaluate the benefits of such alternative sources.

“Safeguarding is at the forefront of everything we do as educators. ClickView adds a layer of security to our teaching and learning materials through their safe selection of resources on their learning platform. As a CEO of ten primary schools and two nurseries, this gives me peace of mind. Yet there are other benefits. The video learning platform is easily accessible to all staff thus reducing teacher workload and ensuring consistency. The interactive quiz layers provide an instant form of assessment for all our pupils to benefit from at home and at school; thus, supporting retrieval practice. Overseeing progress and utilising this tool to support collaboration through our Trust library supports teacher development too. ClickView just works for our family of schools.” 
Christalla Jamil FCCT, CEO, LDBS Academies Trust

It’s not hyperbole to say that our choices will have far-reaching implications. After all, the next generation is not just watching YouTube; they are watching us. We owe it to them, and ourselves, to demonstrate responsible digital citizenship. In this ever-evolving educational landscape, nothing less will suffice.

To find out more about ClickView, please visit their profile on EdTech Impact.