Some Beauties are Better When Untouched

Almost a decade ago, in 2016, I deliberately began stepping back from social media, especially Facebook. Although I still use it occasionally, it is no longer a visible or active part of my daily life.

 

It was not an impulsive decision, nor a dramatic rejection of the digital world. It was a quiet understanding, born from observation and experience, that not everything needs to be shared, explained, or seen. 

 

Late recently, one of my students once asked, why do I keep such a low profile online? The question was innocent, yet it lingered with me. I could have spoken about privacy, or the pressures of constant visibility, but the real answer is simpler and deeper. 

 

Some beauties are better when left untouched.

 

In our age, the instinct to document and display has become so automatic that we often forget the value of restraint. But I have come to believe that not all thoughts are meant for the timeline, not all experiences are meant for a like, and not all beauty survives exposure. The joy of a quiet morning, the grace of a passing thought, the sanctity of a personal milestone, these lose something when they are filtered, captioned, and projected outward.

 

Moreover, I have learned that what we share is not always received as we intend. The words we post, the photos we publish, the opinions we express, pass through the lens of others’ perceptions, shaped by their moods, experiences, and assumptions. What is meaningful to us may be misunderstood, misread, or even twisted. That is the nature of the public square. But some things are too delicate for that stage.

 

Keeping away from social media is, for me, an act of protecting the stillness of certain inner spaces – places where thoughts are raw, relationships are sincere, and self-worth is not measured by engagement metrics. It is not about fear or detachment, but about reverence. Like Bhutan’s unclimbed mountains, like a sacred text never fully spoken, some parts of life are most beautiful when left untouched, unposted, unargued, and unseen.

 

My Story With Social Media 

My social media journey began in 2006 with Hi5, popular during my college days. Over time, Hi5 faded away without me needing to deactivate my account, as platforms like Facebook took over. Looking back, it was fortunate because many users on Hi5 used pseudonyms, making chats feel meaningless. I still remember chatting with a woman 👩 (as her profile claimed) named Tiger Park for almost a year 👀. It was funny yet strange to connect with someone I never met or knew was real but kept taking my private time and space.

 

As Facebook grew in popularity, I joined like many others, appreciating how it helped me to connect with new people and reconnect with long-lost friends and distant relatives. Nonetheless, I realised that maintaining genuine, meaningful relationships requires presence and depth, qualities that constant online engagement often undermines. I chose to gradually step away from the platform to preserve the authenticity of my connections and my own peace of mind.

 

Later, WeChat became my primary platform for both personal and professional communication for some time until I found that the constant stream of messages, often mixing personal, professional, and group chats, began to fragment my attention and intrude on moments of quiet reflection. I realised that being always reachable is not the same as being truly connected, and so I chose to step back to reclaim focus, boundaries, and mental clarity.

 

I also explored Instagram and connected with a few close friends there. However, I deactivated my account within a month because the platform did not enrich my life in a meaningful way.  

 

Subsequently, I joined Twitter, a platform widely used by news agencies, primarily to stay updated with current affairs. However, over time, I noticed that while not all celebrities and political figures behave this way, an increasing number use the platform to create chaos and spread false rumours, driven by power, ego, and a sense of supremacy. This trend made me uncomfortable and led me to distance myself from the platform.

 

Eventually, I joined LinkedIn after hearing during my PhD that it was an excellent platform for professional networking and connecting with individuals sharing similar career interests. However, the more updates I receive, the more I noticed people publicising their microactions and engaging in self-promotion of ideas, making this platform a bizzarro Facebook – one that I have stepped away from almost a decade ago.  

 

Does this imply I am Off Social Media? 

 

Absolutely not. 

 

In fact, in today’s world, living without social media is nearly impossible. It plays a central role in how we connect, communicate, and stay informed. 

 

However, there are professional, personal, and social reasons that determines my social media usage. 

 

Professionally, reducing screen time helps maintain focus, protects my credibility, and at times, reduces the risk of breaching confidentiality or posting content that could be misinterpreted.

 

Personally, it supports mental clarity, better time management, and the preservation of privacy.

 

Socially, it is my way of respecting others by not overwhelming them with content that may be disturbing, divisive, or unhelpful. 

 

What I Post on Social Media  

Social media platforms (particularly Facebook) serve as useful tools for revisiting and storing past activities through features such as ‘Stories’ and Memory reminders. The search function also makes it easy to trace one’s personal history on the platform.

 

For this reason, whenever I reactivate my Facebook account, I primarily use it to share links to videos that I find insightful and beneficial – both personally and professionally. I also upload my vintage photographs, as digital storage devices are prone to damage or loss over time.

 

However, I have customised my privacy settings so that no one else can view the links I share or the updates I post. This decision has greatly reduced my concern about distracting others with content that may not be relevant or meaningful to them. What I find insightful or valuable is often deeply personal and does not always translate in the same way to others. In fact, I believe that some thoughts, memories, and moments are meant to remain personal and cherished in private rather than shared publicly. 

 

Just because I am connected, for example as Facebook friends, does not necessarily mean every aspect of my life needs to be displayed or broadcast with larger social circle. Because social media has cultivated a culture of visibility, many of us mostly feel obliged to share every experience. But I have come to value quiet reflection over constant sharing publicly. For me, meaningful moments do not need validation through likes or comments – they hold their worth in silence too. 

  

What I do not Post on Social Media

 

I am not writing to present myself as a person with exceptional social media discipline, but I simply share my personal shift in awareness. Over time I have become increasingly mindful about what I choose not to share online (except my blog where I have my control). While social media offer opportunities to connect, inform, and express, as expressed earlier, I have come to believe that not everything needs to be made visible or public. In fact, some things gain their meaning and depth precisely because they are kept private.

 

That is why, I do not post personal milestones, family matters, or emotional experiences. These moments belong to an inner circle of people with whom I share genuine connection and for that I do not need any audience. I also refrain from posting opinions that may spark unnecessary conflict or misunderstanding.

 

Moreover, I avoid posting content for the sake of attention or affirmation. I do not believe every meal, sunset, or thought needs to be recorded or validated by likes. There is beauty in living quietly, in allowing some experiences to remain known only to oneself.

 

What I do not post is just as intentional as what I do. In an age of oversharing, I find peace in holding back, in creating space for stillness, reflection, and authenticity.

 

Reinventing the Wheel

  

In one of my earlier posts, I mentioned having edited over 15 theses on a pro bono basis. I have lost count of the research manuscripts I have drafted, revised, and reviewed, freely offering my private time and limited expertise to support and encourage both friends and strangers alike into academic engagement. 

Unfortunately, despite these efforts, it is disheartening to witness that some individuals are not encouraged by the commitment I have shown in encouraging them to think creatively. Instead, they turn to replicating what has already been done. This troubling pattern reveals a silent crisis in academic integrity, where convenience is chosen over creativity and shortcuts over originality. Such tendency to replicate rather than innovate is often described as reinventing the wheel. 

 

Personal Experience

I encountered this phenomenon of reinventing the wheel firsthand when an author, somehow known to me through academic engagements, sent me his manuscript for review before submitting it for publication. To my disbelief, not only had he plagiarised the core idea, but he had also boldly claimed that his work was the first of its kind in our (Bhutanese) context. What struck me even more was the irony that he had asked me, the original author, to review his copied manuscript 🙁. 

Although, I do not claim to have done groundbreaking research, but it was disheartening to witness such disregard for academic honesty. What troubles me is not just the act of copying, but the growing tendency to ignore or dismiss previous work. As research scholars, we have that room in the form of literature review and discussion section to acknowledge those who have done similar works before us. Still, many avoid acknowledging others, because we want to be seen as the first, even when our work is nothing new.

What we fail to realise is that genuine academic contribution does not come from repeating what has already been done, but from building thoughtfully upon existing work. For example, rather than using the same research instrument (e.g., a same questionnaire with a different name) to investigate a concept that has already been extensively explored, one could adopt a new research paradigm (e.g., positivism or interpretivism) or theoretical frameworks (e.g., social constructivism) to approach the topic from a fresh perspective. In doing so, the findings may offer novel insights and contribute meaningfully to the existing body of literature, rather than simply repackaging old ideas under new names. 

In my PhD thesis, I have explored how students' social bonds influence their metacognition in learning science. Metacognition has been the subject of extensive study for over three decades, leaving little apparent room for novel innovation. However, as I engaged with the literature, I observed that much of it was framed from an individualistic standpoint. That is, metacognition was viewed as internal process or self-contained mental activities occurring within individuals, largely detached from their social or cultural contexts.

But in my thesis, I have argued that metacognition is a social phenomenon (stimulated by social interaction), drawing upon a sociological theory to contribute to a holistic understanding of metacognition, while also complementing the existing psychological and cognitive viewpoints. I have also used multi-methods (e.g., synchronous observation technique, social bond dairy, one-on-one interviews, and researcher fieldnotes), with a research strategy grounded in a qualitative approach (e.g., single case study) within an interpretive paradigm. This was purposefully done to avoid reinventing the wheel, considering the previous literature that has predominantly relied on quantitative measures (e.g., questionnaires, tests) informed by a positivist framework.

 

Academic Dishonesty: A Growing Concern 

Plagiarism, whether deliberate or accidental, undermines the very essence of academic scholarship. When I encountered the plagiarised manuscript, I chose a subtle approach by gently prompting the author to consider whether his work was truly the first of its kind especially in our context. Recognising it as a direct imitation of my own work, I also sent him a link to my published paper along with other related materials asking him whether his version offered anything genuinely new.

I did not do this in the hope of being cited, but rather with a believe that it might lead him to reflect on the originality of his work (if he was innocent) and, at the very least, acknowledge prior research in his literature review with honesty (if he was ignorant). To my dismay, he insisted that his study was entirely different. The more I tried to engage him in a conversation about academic integrity and honesty, the more defensive and aggressive he became, insisting that his work was innovative and original in every respect.

Eventually, I chose to quietly move away from further interaction and quietly disengage from any communication lines with those so-called researchers who mistake imitation for intellectual contribution. 

 

The Rise of Predatory Journals

Compounding the issue is the proliferation of predatory journals, publications that operate with little to no academic rigour and lacking reputable editorial boards. 

Despite these obvious shortcomings, many researchers are drawn to them for the promise of quick and effortless publication, typically in exchange for a modest fee (often promoted as a discounted charge). Predatory journals are not concerned with the originality or scholarly merit of the work. Their primary motive is profit which is largely obtained by preying on those eager to see their names in print. 

I am neither in a position to question nor entitled to pass judgement on the choices others make. However, when an individual reproduces someone else’s work and publishes it in seemingly questionable journals, it raises serious concerns. Not only in terms of academic integrity but also about the erosion of genuine scholarship. Such practices undermine the value of original research and contribute to a culture where superficial output is mistaken for meaningful contribution.

What is even more disheartening is the way some academics seek affirmation by posting certificates from these dubious journals on social platforms, mistaking the mere presence of the word International in the title for a mark of genuine academic honour and rigour.

 

Promotions and Misplaced Priorities? 

If I have heard it correctly, one of the driving forces behind this trend of quick publication is the flawed nature of our promotion system. Promotions have now increasingly been determined by the quantity of publications, with no or little regard for the quality or originality of the research. The committees evaluating these applications often consisting of technical personnel rarely scrutinise these finer details because as long as the required documents are in order and the prescribed set of criteria are formally met, they tend to assume that promotions is guaranteed. 

The consequences of these shortcuts extend beyond individual careers. By publishing in predatory journals, scholars kill their own creativity, critical thinking, and innovation. This not only devalues their hard work and sacrifices but also jeopardises the academic integrity of the entire community. When the pursuit of quick wins replaces genuine intellectual inquiry, the quality of research and by extension, the reputation of academic institutions, suffers immensely.

 

A Call for Academic Integrity

It is imperative to address these growing concerns by fostering a culture of genuine scholarship. Academic institutions must implement stricter policies to combat plagiarism, discourage publication in predatory journals, and reward originality and innovation. Equally important is the need for promotion committees to move beyond mere checklists and adopt a more nuanced and rigorous approach to evaluating research contributions. Without consequences for poor work ethics and without incentives for genuine effort, there will be little motivation for scholars to pursue meaningful academic work.

By embracing shortcuts and prioritising quantity over quality, the endless cycles of reinventing the wheel will only continue unbated. 

 

Prioritising Websites Over Social Media

In an era where technology dominates almost every aspect of life, education cannot afford to lag. Schools are integrating smart classrooms, online learning tools, and digital resources to enhance student engagement. However, recent policies restricting the use of social media for homework assignments raise a critical question: how can schools provide structured digital learning environments without proper platforms? One viable solution lies in schools developing their own websites. While this may not significantly reduce students’ screen time, it can transform screen use into a more purposeful and structured academic experience.

 

In today’s digital era, a school having their own website is no longer a luxury but it is a necessity. While many of our schools rely on social media platforms (e.g., Facebook, WhatsApp, or Telegram) to share information, this approach comes with significant drawbacks. A school website serves as a central hub for communication, academic resources, and academic management (e.g., homework, assessments), providing a structured and distraction-free learning environment.

 

Why Our Schools Need Websites?  

Although these reasons are not exhaustive, having a dedicated school website instead of a social media page offers the following advantages:

 

A Centralised Portal

A school website is more than just a digital presence. It can be more than a centralised hub for communication, academic management, and resource sharing. 

In the context of homework, a well-maintained school website can solve many of the issues faced by teachers, students, and parents.

 

For example, a dedicated homework portal within a school’s website would serve as an organised and reliable platform for both teachers and students. This will enable teachers to systematically post homework, assignments, and academic materials, ensuring that students have a single go-to place for their tasks.

 

Unlike social media platforms that are bombarded with non-academic distractions, a school website would provide a focused academic space. Assignments can be categorised based on subjects, deadlines, and importance, making it easier for students to manage their workload efficiently. Students can access learning materials at any time, reducing confusion about missed assignments and submission deadlines.

 

Way for a Structured Communication 

Most of the social media platforms (e.g., Facebook, WeChat, Telegram, WhatsApp) used by the schools to communicate with parents or students are not designed for structured communication. However, a school website can enable parents to track their children’s assignments, school events, and academic updates in real-time without wading through unrelated content. 

 

Schools can post announcements, circulars, and timetables in a central location where they remain accessible and well-organised. Unlike social media pages, which require constant moderation, a website provides a more controlled and professional platform for school communication.

 

Distraction-Free Platform 

I acknowledge that social media platforms also offer educational content, but as their name suggests, they are primarily designed for social purposes, that are mainly driven by entertainment and social interactions.

 

This means, when schools rely on social media pages, the end users (mostly students and parents), are exposed to irrelevant advertisements or videos that can divert attention. As we are aware, social media algorithms are designed in such a way that it keeps users engaged for as long as possible, leading one to endless scrolling and non-educational engagement.

 

Resource Repository

A school website can act as a structured digital library, offering students a wealth of educational resources without social media distractions. Schools can upload e-books, past papers, tutorial videos, and interactive lessons to support learning beyond the classroom. In doing so, a website can be a digital gateway to structured content focused on academic growth. Subject-specific pages can be created where students can explore extra reading materials relevant to their curriculum. Recorded lectures, online discussion forums, and expert guest talks can be archived for future reference.

 

School Information Board

A school website can ensure all official updates to be found in one place. Having everything in one controlled and structured place can enhance consistency and reliability in information quality and communication. A website can also enhance easily accessibility of important notices, policies, and academic materials thereby promoting schools’ commitment to academic excellence through organised communication. 

 

Promoting A Hybrid Learning 

A school website can integrate both digital and offline learning methods. As a result, teachers can post digital versions of assignments alongside printable worksheets, ensuring inclusivity for students with limited internet access. Schools can provide downloadable resources that students can access offline, reducing excessive screen exposure. Interactive quizzes and self-assessment tools can be embedded, making learning more engaging and allowing students to track their own progress. 

 

A contemporary learning approaches (e.g., flip classroom, blended learning) can be encouraged, where students engage with online content but also complete tasks that require handwritten submissions.

 

Showcasing School Events

Using website as a digital portfolio, schools can highlight student achievements, academic success stories, and extracurricular activities. Schools can showcase their academic excellence, sports achievements, and cultural events, fostering pride and motivation among students. Success stories and alumni testimonials can be featured, inspiring current students to aim higher. Digital newsletters and updates can keep students and parents engaged with the school community.

 

Protecting Privacy? 

Certainly. School websites can significantly help in addressing privacy concerns by providing a secure and controlled environment for school-related discussions and information sharing. Unlike social media platforms, where content is publicly accessible or shared through third-party algorithms, school websites allow administrators to control access, restrict user permissions, and safeguard sensitive academic information. For example, as the administrator of my blog, I can delete any unusual comments or spam messages before they become visible to others.

 

Websites can be customised to ensure that only authorised individuals such as students, parents, and staff can access important resources through password-protected portals or login-based systems. In this way, schools can minimise data vulnerability and protect student privacy. This controlled and structured approach not only enhances data security but also fosters a more focused and professional academic environment.

 

Should Schools Stop Using Social Media Completely?  

Absolutely not. My argument is not about it either. Social media is undeniably inevitable and necessary in today’s world. However, it should serve as a complementary or supplementary tool rather than a replacement for a structured digital platform like school websites. Schools can take a noble approach in integrating the use of social media with school websites. 

 

For example, instead of posting full updates on social media, schools can share website links on social media pages. This will ensure redirecting users to the school’s official page for structured information. Social media can be used for a quick and short notifications, but the full details can be provided on the school website.

 

Cost-Effective Ways to Build Websites  

Schools that are unable to afford website hosting or domain registration or website maintenance can try using free website platforms like Blogger, WordPress.com, Google Sites, and Wix (free plan) that offer excellent alternatives. 

 

These platforms provide free hosting and can facilitate schools to create a structured digital space for announcements, assignments, and resources without worrying about recurring expenses. Instead of paying for a custom domain, they can use the default subdomains these platforms provide (e.g., schoolname.blogspot.com). This way, schools can establish an official online presence without financial strain while ensuring students and parents have access to essential information.

 

For example, I have been using Blogger since 2012. Thirteen whopping years and still running without spending anything on website maintenance. Every teacher in our schools has attended the Chiphen Rigphel project. Thanks to this project that I was able to create my own blog without any technical expertise.

 

 

Way Forward

In the light of recent controversy over assigning homework using the social media platforms, I argue that a school website can potentially transform screen time from passive engagement to purposeful learning, ensuring that technology serves its intended educational purpose. 

Investing in structured digital platforms is not just a step forward, but it is an essential evolution in modern education. Schools must embrace technology wisely, and having a dedicated website is a critical step towards organised, inclusive, and future-ready education.

Stoning the Dead

tenor.com

Humans have that inherent tendency to attack those who have already suffered consequences. It is like kicking a man who is already down, throwing stones at someone who has already been punished, or condemning a mistake that cannot be undone. But what is the use of injuring the one who is already dead – either literally or figuratively?

We see this behaviour everywhere. A convicted criminal gets imprisoned, yet people continue to outcast them. A person is exposed for a mistake made decades ago and their story is used as permanent examples in every discussion. A student dropping the school due to behavioural issue is mocked instead of supported. A drug mule is arrested, but instead of tracing the root causes of engaging into such business, we condemn them as irredeemable.

The idea of stoning the dead is not just about harming those who have passed away; it also symbolises the relentless criticism of those who have already fallen, suffered, or been punished. 

In today’s digital world, social media has become the public square where people gather to throw stones. What we fail to understand is that, by engaging in this habit, we are simply indulging in a cycle of blame, anger, and dominance. 

 

Social Media: The Modern Day Execution Square?  

Social media has amplified the culture of stoning the dead to extreme levels. In the past, judgment was local – limited to one’s village, community, or family. Today, with the power of the internet, someone’s mistake can become global news in minutes. 

Perhaps, it is an era of digital outrage and mob mentality. We must know that the internet never forgets. A single tweet, post, or comment can be unearthed years later, used to shame someone forever. 

Social media facilitates viral humiliation. Stories, news, or videos of personal failures go viral, and people take pleasure in ridiculing others without considering the emotional impact – of the person or their families and relatives. 

It is highly likely that online outrage such as in social media is often mistaken for delivering justice. But does shaming someone for a mistake truly lead to positive change? May be or may not be. Does it merely create a culture of fear and silence? 

Research indicates that the victims of online harassment suffer severe mental health consequences, and some even take their own lives. This is alarming and reminder for us to realise whether public outrage is always justified, or does it sometimes turn into an uncontrolled act of collective brutality?

 

Why People Stone the Dead?  

People are so quick to throw stones at others. These reasons may be related to several psychological and social factors.

Perhaps, people like to express moral superiority. People feel good when they point out others’ mistakes. It creates an illusion of being better, wiser, or more ethical. 

The other reason could be an illusion of justice. Society believes it is delivering justice by condemning wrongdoers, even when legal or natural consequences have already taken place. 

Herd mentality is the next. When a group attacks, individuals feel less guilty for their actions. The crowd gives them a sense of security and justification. 

Consequences of Stoning the Dead 

The habit of stoning the dead may create harmful long-term effects, not just for individuals but for the person’s family or society.

The first thing that none could disagree is an emotional and psychological toll. Those who have already suffered consequences are pushed further into despair, unable to rebuild their lives.

Then there will be a fear of growth and learning. If every mistake is punished forever, people stop taking risks, speaking openly, or attempting to change.

Instead of creating opportunities for correction and progress, people focus on tearing others down. When the entire community engage into this ritual, we may end up building blame-focused, not solutions-focused society. 

Accountability Without Punishment?  

Does this mean people should never be held accountable? Of course not. But accountability should lead to correction, not eternal condemnation. 

True justice corrects and rehabilitates. Our community should allow people to learn from mistakes, make amends, and re-enter life with dignity.

Our society should entrust the responsibility of dispensing justice to those who practice law in the judiciary system. The outcomes of their judgments in the court should be sufficient for us to understand that someone has committed a wrongdoing, rather than us, making impractical judgments. 

A true measure of a good society is not how it punishes the wrong but how it fosters the right. Perhaps it is time we learn to put the stones down.

Ume Lam: The Middle Way   

Life is rarely black and white. While it is important to acknowledge mistakes, it is equally crucial to avoid extreme reactions – either in condemning someone forever or excusing every wrongdoing.

One beauty of our religion Buddhism is that it introduces the value of Ume Lam, or the Middle Way – which advocates for balance in all aspects of life. Applying this concept to social judgment means understanding that people are neither entirely righteous nor entirely wicked; they are shaped by circumstances, decisions, and learning experiences.

Instead of mercilessly attacking those who have already suffered the consequences of their actions, Ume Lam may encourage a thoughtful approach.

I firmly believe that, just as success and failure are a result of causes and conditions (natively known as tendrel), redemption and change also depend on circumstances. Instead of defining people by their past, should we not evaluate them based on their present and potential?

Practising Ume Lam in our social interactions may allow us to foster a culture where learning, change, and progress are valued over endless condemnation. It teache us that justice and compassion must coexist if we wish to build a healthier society.

 

Rethinking Homework in the Digital Age

In a surprising move, the Ministry of Education and Skills Development (MoESD) has issued a directive restricting teachers to use social media for assigning homework – all in the name of reducing students’ screen time. However, this decision has sparked widespread criticism among the society. 

 

Having previously used social media platforms to assign tasks to students in my role as a teacher, I have always recognised that applications like WeChat, Telegram, and WhatsApp are not just convenient – they are in fact, the only practical tools accessible to our teachers.Unlike other countries that have invested in Learning Management Systems (LMS) or dedicated educational apps, our teachers have no official alternatives.

 

Instead of providing proper platforms, the ministry has simply imposed restrictions, leaving teachers stranded. The Ministry should have introduced proper alternatives before enforcing such a policy. Otherwise, this move is not a solution – it is a crisis in the making.

 

This contradiction is also baffling. On one hand, we are pushing schools for smart classrooms, digital literacy, and tech-driven learning. On the other, teachers are now being directed to limit homework on social media to reduce student screen time. If social media is not the right tool, then what is?

 

What a paradox! While the world embraces technology as the future of education, we still seem to be treating technology as a threat.

 

Does Limiting Homework on Social Media Really Cut Student Screen Time?

Will the policy enforced by the Ministry really achieve this goal? 

Is learning without screens even realistic in today’s technological era?

There are so many questions need to be answered.

 

The truth is that students will scroll social media anyway. It is inevitable for students to use online research and learning resources. This means, students need Google, Wikipedia, or YouTube for learning or assignments, ultimately requiring screen time. 

 

This policy may limit teachers but may not limit student screen time.

 

We live in a technology-driven world. Avoiding screens in education is almost impossible. Even limiting to its use is a challenge. These days screens are essential for learning. For example, in some universities, college and schools, learning materials including the textbooks are now increasingly made available online after the COVID-19 pandemic. Likewise, in this era of coding and AI, students need digital skills that can be obtained only by having access to screen.

 

We cannot eliminate screen-based learning in a tech-driven world – but we can guide students on using screens wisely. Thus, the debate should not be about screens. It should be about how screens are used. For example, passive screen time (social media scrolling) maybe harmful, while active screen time (learning, coding, researching) could be more beneficial.

 

A Balanced Approach?

Instead of limiting homework through social media, we could invest in developing dedicated educational platforms – such as official websites or apps – for managing assignments. Given the evolution of our education system and the value we place on learning, it is high time we established such a system.

 

Where possible, our education system should introduce hybrid learning that encourages digital as well as offline assignments. We can also reinforce our approach and strategies in educating students on healthy screen habits instead of assuming screens are bad.

 

The least we can do is teach metacognition or self-regulation, so students learn to balance screen use. Simply put, metacognition is being aware of how we think or learn, understand what we know or do not know, and use that understanding to plan, monitor, and evaluate one’s learning. On the other hand, self-regulation is like managing ourselves by controlling the emotions, actions, and thoughts to achieve goals (learning). 

 

A Need for a Better Homework System?

 

Absolutely. The issue of teachers assigning homework using social media is happening because they have no structured platform. As a result, teachers struggle to assign and track homeworks. 

 

If it is not communicated through social media, parents often remain uninformed (or perhaps ignorant) about their children’s tasks. 

 

There are some Learning Management System LMS) that does not require subscriptions. Our schools can use these platforms for providing assignments, tracking, and grading purposes. 

 

For example, using Google Classroom, teachers can assign tasks, provide feedback, and organise student work. It can help reduce social media dependence while keeping organised. 

 

The other tools that maybe worth exploring are Google Docs & Google Drive , Padlet, and Wakelet. Students can access the assigned tasks without needing social media accounts.

 

If affordable for schools, the use of advanced platforms such as Seesaw and Showbie are highly advisable. These apps act as virtual diaries, where students and parents can track assigned tasks.

 

If development of such apps are still costly and lacks technological experts, the Ministry may subscribe to other affordable apps. Rather than banning social media-based homework outright, it is wiser to focus on providing alternatives. Teachers need support, not restrictions. At least not academic restrictions, please. 

 

Otherwise, we may have to force our schools go back to the traditional approach of learning – using printed worksheets or written homework logs. Sadly, most of the time, our schools lack a functional printing facility, enough stationaries, or budget to get one. ☹️

The circular from the Minister