This document discusses the impact of social media on teacher-student relationships from three perspectives: digital hidden transcripts, teacher-student power plays, and dialogic resistance. Digital hidden transcripts refer to underlying student feelings expressed online through blogs and social media. Teacher-student power plays can be a way for students to negotiate classroom conventions but may challenge teacher authority. Dialogic resistance involves students composing their own narratives online to challenge school practices, which teachers must reflectively respond to. The document explores these concepts to analyze whether social media itself or human behaviors should be blamed for its effects on teacher-student relationships.