Educational potential of e-social work: social work training in Spain

Castilla, Francisco Javier García; Oliva, Ángel de Juanas; Vírseda-Sanz, Eloy; Gallego, Javier Páez

doi:10.1080/13691457.2018.1476327

Cited by 13 publications

(12 citation statements)

References 25 publications

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“…They expected higher digital literacy to help them improve their quality of life. As for social work with the given target group while using ICTs, policy makers can find inspiration abroad [54][55][56]. In social work with children and youth, there is a trend to use ICTs, as indicated by Chan's study [57], which provides a systematic overview of social work interventions with young people using ICTs.…”

Section: Discussionmentioning

confidence: 99%

“…Social workers rated their user skills best in the use of e-mail (103), Internet browsers (102), text programs (94), and quick chat applications (70). However, in the case of other programs, they rated their user skills relatively highly, these being calendars and planners (63), social networks (61), cloud services (60), spreadsheet programs (59), and programs for creating presentations (56). According to social workers, their ICT skills (competences) were sufficient, even though 74 of them stated that they would like to continue their training in the field of ICT in social work.…”

Section: The Quantitative Part Of the Researchmentioning

confidence: 99%

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The Digital Exclusion of Vulnerable Children: Challenge for Sustainability Issues in Czech Social Work Practice

Kalenda

Kowaliková

2020

Sustainability

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The aims of this study are (1) to draw attention to the digital exclusion of vulnerable children as a systemic (socio-ecological) problem that is gaining momentum during emergencies; (2) to reflect the subjectively perceived readiness of social workers as one of the actors in the system, whose task is to contribute to the mitigation of risks arising from digital exclusion of the target group and to ensure the sustainability development of society; (3) from the position of the target group, to reflect the situation of their digital literacy and thus exclusion; and (4) to make recommendations to public policy makers and social workers to mitigate these risks and to promote sustainability. We draw on the socio-ecological model of social work which views a person in the context of their environment. The aim of the research was to analyze the use of information and communication technologies (ICTs) in social work with vulnerable children and their families and to detect system deficits contributing to digital exclusion. Based on a questionnaire survey (N = 105), interviews with representatives of the target group (N = 20), and expert interviews (N = 4), both the main shortcomings in the digital skills of employees and the needs of the target group were identified and systemic measures were proposed.

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Section: Discussionmentioning

confidence: 99%

Section: The Quantitative Part Of the Researchmentioning

confidence: 99%

The Digital Exclusion of Vulnerable Children: Challenge for Sustainability Issues in Czech Social Work Practice

Kalenda

Kowaliková

2020

Sustainability

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“…La sociedad tecnologizada y digital actual está imbuida en un cambio continuo y rápido, que provoca la obsolescencia en la información (Chan & Holosko, 2017;García-Castilla et al, 2019). Las fronteras entre el mundo físico y el virtual son cada vez más difusas, produciéndose una influencia cada vez mayor del ciberespacio en el espacio presencial.…”

Section: Los Medios Sociales Y La Educación Socialunclassified

Educação social nas mídias sociais: Uma revisão sistemática internacional

Rodríguez-Torre,

Gezuraga-Amundarain,

Darretxe-Urrutxi

2023

Rev. Electr. Educare

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Objetivo. La educación social no es ajena a los cambios de la sociedad actual cada vez más tecnologizada. En este sentido, el objetivo de este estudio es proporcionar un panorama actualizado del estado de la cuestión a partir de una revisión sistemática de la bibliografía científica sobre educación social, conceptos clave (profesionalización, identidad y desarrollo profesional) y la Web 2.0. Metodología. Se realizó una investigación cualitativa basada en una revisión sistemática de la bibliografía internacional tomando como referencia la herramienta PRISMA-P entre los años 2012 y 2021. Concretamente se ha llevado a cabo un análisis del contenido a través del software Nvivo 12 versión Release 1.5, realizando búsquedas de texto, mapas jerárquicos y matrices de codificación, entre otros. La selección definitiva contenía 22 artículos que fueron revisados y categorizados de manera inductiva-deductiva. Resultados. Los medios sociales tienen una repercusión notoria en aspectos fundamentales de la educación social como son la profesionalización, la identidad y el desarrollo profesional. Destaca la necesidad del desarrollo competencial de las educadoras y educadores sociales para un desempeño ético de su labor en el espacio virtual. Conclusión. En la actual sociedad tecnologizada el uso de los medios sociales continúa su ascenso exponencial y la profesión de la educación social debe buscar su espacio también en el ámbito virtual, reconociendo que la profesión tiene que dar respuesta a una sociedad en la que internet es un espacio de comunicación. En este sentido, se aboga por una mayor definición de las competencias digitales en la educación social.

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“…The training program is also based on industry needs to equip graduates (Hofmann et al, 2021;Nopiah et al, 2018). Training participants are expected to have competence after attending the training so that they are able to compete and enter the world of work (García-Castilla et al, 2019;Meo et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

Implementation of the Education and Training Program seen from the CIPPO Perspective

Widayanto

Soeharto

Sudira

et al. 2021

JERE

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The government's role as a facilitator offers Competency-Based Training (CBT) programs to overcome these problems. This program is held to answer the needs of the community to develop themselves to master certain competencies to be absorbed in the industry. This study aims to evaluate the achievement of the implementation of training programs at UPT BLK Surabaya and to provide recommendations for the next training program. This research is evaluation research using the CIPPO (context, input, process, product, and outcome) model. The research instrument is a questionnaire validated through expert judgment, and given to two groups of respondents: the training participants and instructors. The research respondents were 199 consisting of 180 training participants, 19 instructors. The research findings are as follows. (1) The context aspect, which is the suitability of the program with the objectives of the institution, the needs of the community and industry, was stated good by the participants and very good by instructors and supported by the completeness of legal basic documents and the characteristics of the training program. (2) The input aspect, which is infrastructure, selection process, instructors competence, curriculum, and funds were stated well by the participants and very good by instructors. (3) The process aspects, which are planning, implementation, and supervision, are in accordance with the SOP applied by the government. The implementation of the training program was stated well by the participants and very good the instructors. (4) The product aspect, which is the competence of the participants, was stated very well by participants and instructors. (5) In the aspect of outcome, the percentage of the absorption rate of graduates in the business sector and industrial sector is 37%. The recommendation to the aspect of infrastructure is to increase the number and cleanliness of bathrooms.

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Educational potential of e-social work: social work training in Spain

Cited by 13 publications

References 25 publications

The Digital Exclusion of Vulnerable Children: Challenge for Sustainability Issues in Czech Social Work Practice

The Digital Exclusion of Vulnerable Children: Challenge for Sustainability Issues in Czech Social Work Practice

Educação social nas mídias sociais: Uma revisão sistemática internacional

Implementation of the Education and Training Program seen from the CIPPO Perspective

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