Integrating Social Work Practice and Technology Competencies: A Case Example

Zeman, Laura Dreuth; Swanke, Jayme

doi:10.1080/02615470802201630

Cited by 11 publications

(3 citation statements)

References 7 publications

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“…Brabazon (2002), in a strident critique of e-learning, argued that it has poisoned teaching in higher education by, for example, diminishing critical thinking and depriving students of valuable educational experiences through its lack of face-to-face contact. In their evaluation of a technology-enhanced module of a social work programme, Zeman and Swanke (2008) found that the lack of group interaction in e-learning diminished its capabilities for transmitting professional values. e-Learning is an isolating experience for some students (Madoc-Jones and Parrott, 2005) and its effectiveness can be limited by a number of factors including students' lack of access to appropriate technology, technical problems and absence of technical help (Maidment, 2005).…”

Section: Social Work Education 49mentioning

confidence: 97%

Social WorkersCane-Learn: Evaluation of a Pilot Post-Qualifying e-Learning Course in Research Methods and Critical Appraisal Skills for Social Workers

Webber

Currin

Groves

et al. 2010

Social Work Education

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Social workers are increasingly encouraged to become research minded and integrate research findings into their practice. However, there is a paucity of high-quality accessible training for social workers in research methods and critical appraisal skills. We developed an e-learning version of an MSc degree module to widen access to this kind of training and this paper presents the findings of an evaluation of a pilot of this e-learning course. To test the effectiveness of the e-learning environment in delivering research methods and critical appraisal skills training to social workers in comparison with a classroom group, we adopted a mixed methods approach which comprised concept mapping exercises, semistructured interviews and evaluation questionnaires administered to the e-learners (n ¼ 3) and a classroom comparison group (n ¼ 12). Our analysis of the students' concept maps revealed no conspicuous differences in the quality of student knowledge changes that were a consequence of the mode of teaching delivery. The e-learners met the learning outcomes of the module to the same extent as the classroom group and were highly satisfied with the mode of delivery. Although this was a small pilot, it provided tentative evidence that social workers can use e-learning to develop evidence-based practice skills.

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Section: Social Work Education 49mentioning

confidence: 97%

Social WorkersCane-Learn: Evaluation of a Pilot Post-Qualifying e-Learning Course in Research Methods and Critical Appraisal Skills for Social Workers

Webber

Currin

Groves

et al. 2010

Social Work Education

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show abstract

“…Over the last decade there has been an increase in the use of technologies in higher education (Saade & Kira, 2009); this includes increased use in social work education (Waldman & Rafferty, 2008), reflecting technological advances, the preferences of contemporary students (Haythornthwaite & Andrews, 2011) and the reality that most social work graduates will work in organisations using computer technology (Zeman & Swanke, 2008). Brett (2008) observed that students valued a mobile technology text-based administrative system, used to text information such as changes of venue/teaching room, reporting of cancelled lecturers and so on.…”

Section: Discussionmentioning

confidence: 99%

Stay with the ‘FLO’: evaluating a mobile texting service to enhance social work student retention while on placement

Boath

Simcock

Watts

et al. 2018

Social Work Education

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“…Tuite and McLlean (2013) found online support critical for alleviating isolation with students in field. Online practice courses have provided feedback and practicum supervision to students accompanied by improved student skills (Coe & Elliot, 1999;Coe & Youn, 2008;Rautenbach & Black-Hughes, 2012;Siebert & Spaulding-Givens, 2006;Zeman & Swanke, 2008). Online instruction may diversify teaching through global interaction, increasing cultural awareness (Carter-Anand & Clarke, 2009;Rautenbach & Black-Hughes, 2012).…”

Section: Field Educationmentioning

confidence: 99%

Are MOOCs the next trend in social work?: Implications for practice education

Gates

Walters²

2015

ASW

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Higher education continues to evolve responding to technological advances and growing economic challenges. Social work education has been slower to embrace emergent technologies than other fields in higher education. Contributing to this cautious approach may be historical controversy surrounding social work professionalization and practice. Massive Open Online Courses (MOOCs) are an important trend gathering recent attention in higher education. The contribution of MOOCs to social work education remains undetermined. This essay explores historical influences impacting current social work education, factors surrounding MOOC utilization, and the relevance of MOOCs for the future of social work education. We provide recommendations for embracing MOOC development in social work education through a deliberative strategy.

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Integrating Social Work Practice and Technology Competencies: A Case Example

Cited by 11 publications

References 7 publications

Social WorkersCane-Learn: Evaluation of a Pilot Post-Qualifying e-Learning Course in Research Methods and Critical Appraisal Skills for Social Workers

Social WorkersCane-Learn: Evaluation of a Pilot Post-Qualifying e-Learning Course in Research Methods and Critical Appraisal Skills for Social Workers

Stay with the ‘FLO’: evaluating a mobile texting service to enhance social work student retention while on placement

Are MOOCs the next trend in social work?: Implications for practice education

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