Using Pinterest in Undergraduate Social Work Education: Assignment Development and Pilot Survey Results

Baker, Lisa; Hitchcock, Laurel Iverson

doi:10.1080/10437797.2016.1272515

Cited by 21 publications

(15 citation statements)

References 16 publications

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“…Depending on the types of topics or problems addressed (e.g., learning software development methods or conceptual knowledge) or if the task was individual or collaborative, students combined specific online platforms during their sessions and used them differently. This challenges the approach of previous studies on the implementation of digital technologies and online platforms in higher education, which have focused mainly on the study of single platforms (Baker & Hitchcock, 2017; Lapolla, 2014; Luo et al, 2020). Our findings are consistent with these studies as they show how online platforms can be used to support relevant aspects of students' learning both individual and collaborative.…”

Section: Discussionmentioning

confidence: 90%

“…Other studies show SN platforms being used to connect students with field experts (Kassens-Noor, 2012), simulate connections with customers or manage online portfolios during course assignments (Baker & Hitchcock, 2017;Lapolla, 2014). Domain-specific platforms in contrast have received less attention.…”

Section: Use Of Platforms For Curriculum-based Learning Activitiesmentioning

confidence: 99%

“…The majority of those studies focuses on SN platforms, specifically Facebook, Twitter and Pinterest, showing they have been used to facilitate student communication, sharing and accessing course‐related information, discussions and the asking of questions (Luo et al, 2020). Other studies show SN platforms being used to connect students with field experts (Kassens‐Noor, 2012), simulate connections with customers or manage online portfolios during course assignments (Baker & Hitchcock, 2017; Lapolla, 2014). Domain‐specific platforms in contrast have received less attention.…”

Section: Use Of Platforms For Learning Activities—a Reviewmentioning

confidence: 99%

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Browsing to learn: How computer and software engineering students use online platforms in learning activities

Araos

Damşa

Gašević

2022

Computer Assisted Learning

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Background The surge of online platforms has generated interest in how specialized platforms support formal and informal learning in various disciplinary domains. Knowledge is still limited regarding how undergraduate students navigate and use platforms to learn. Objectives This study explores computer and software engineering students' learning practices, wherein online platforms are used as resources for both curricular learning activities and students' interest‐driven learning. Methods The learning practices of 73 students were examined using a mixed‐methods design and a conceptualization of practices accounting for the context and purpose of their enactment. The dataset includes students' self‐reports on domain‐specific learning activities, three‐month‐long web‐browsing history of multiple platforms and stimulated‐recall interviews. The data were analysed through latent class and thematic analyses. Results and Conclusion Five distinct patterns were found in the use of online platforms. These patterns show that different types of platforms were used purposely and in combination during curricular and interest‐driven activities aimed at learning software development. Moreover, students' purposes were driven by both the need to progress in their learning activities and the development of their interest in software development. The findings highlight the complexity of students' learning with online platforms, which develop quite extensively beyond curricular boundaries. Implications The findings stress the need to recognize that undergraduate students' learning practices involve multiple online platforms and activities beyond the formal curriculum and that these play a key role in developing students' interests in learning software development. Moreover, our findings indicate the importance of taking into account the way students' learning practices unfold within platforms and how these relate to domain‐specific practices.

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Section: Discussionmentioning

confidence: 90%

Section: Use Of Platforms For Curriculum-based Learning Activitiesmentioning

confidence: 99%

Section: Use Of Platforms For Learning Activities—a Reviewmentioning

confidence: 99%

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Browsing to learn: How computer and software engineering students use online platforms in learning activities

Araos

Damşa

Gašević

2022

Computer Assisted Learning

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“…Social work education can prepare future professionals with digital competencies by infusing DNML throughout the curriculum. This can include using social media to instruct on human behavior and the social environment (Baker & Hitchcock, 2017), using Twitter in macro practice and policy classes (Hitchcock & Young, 2016;Teixeira & Hash, 2017), examining the benefits and challenges of big data, data visualization, and data science in research (Cariceo et al, 2018;Perron et al, 2020), and using a variety of technologies for students to develop their digital competence (Gilster et al, 2020;McInroy, 2021;Young & Ronquillo, 2021;Young et al, 2018). By infusing digital literacies within social work education, we equip students with the necessary critical theoretical perspective to unpack the sources of information, the credentials and motivations of knowledge creators or influencers, and who benefits from information as well as who may be harmed as a result of the narrative being promoted.…”

Section: Digital and New Media Literaciesmentioning

confidence: 99%

Re-Imagining Digital and New Media Literacies in Social Work Education

Young

Brady

2022

ASW

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Social unrest and division within the United States has become more visible and magnified since the 2016 election of former President Trump. This unrest has been amplified by the COVID-19 pandemic and white supremist attacks across the country. Throughout this era, information has been perpetuated through systemic and cultural networks promoting pseudoscience, #fakenews, misinformation, and explicit marginalization of racial, gender, ethnic, and cultural minorities. During this time, social work practitioners and educators have struggled to counter misinformation in classrooms and practice contexts. This paper proposes a newly re-imagined framework for addressing misinformation and civil discourse in social work education through the adoption and infusion of digital and new media literacies from within a critical theory driven epistemological framework. Recommendations are provided for incorporating tools, skills, and competencies throughout the curriculum in a more meaningful way that will help the profession combat misinformation, promote civil discourse, and utilize best practices in a digitally augmented society. Only then will the social work profession be able to meet the current and future challenges and opportunities that will undoubtedly accompany the expansion of digital technologies throughout our society.

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“…It has be demonstrated that social media can be a useful tool to utilize in academia to facilitate learning and the development of professional relationships. A study conducted by Baker and Hitchcock 13 found that students reported positive learning outcomes when using Pinterest as a tool to assess professional content relative to social work.…”

Section: Introductionmentioning

confidence: 99%

Meaningful learning actualized through a perinatal continuity of care experience

Ward

Hober

2020

Nursing Forum

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Leaders in nursing education embrace innovative, real‐world learning environments that transform today's generation of nursing students into critical thinkers. Scheduling exclusive child‐bearing practicums are challenging due to staffing, time, and maternal client presentation. Utilizing transformative learning theory a perinatal continuum of care clinical learning experience evolved. This paper will discuss the qualitative, descriptive study of Bachelor of Science in Nursing students in rural, Midwestern United States who completed maternal/infant didactic, high‐fidelity simulation, and real‐world experiences relative to women during the perinatal period. Participants (n = 50) consisted of third‐semester baccalaureate nursing students enrolled in the maternal/infant course. Data were collected from students' reflective journal blogs at the end of the semester. The aim of this study was to identify the outcomes of students learning through this perinatal experience. Three themes emerged from this study: self‐analysis, critical thinking, and self‐efficacy. Students' reflection indicated that through this comprehensive clinical experience, they developed a new self‐awareness. Students noted that the experience was unique to any they had encountered. The perinatal assignment provided an opportunity for professional growth in this specialty area due to the interface of theory, simulation, and clinical applications expounded in the reflective clinical blog throughout the experience.

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Using Pinterest in Undergraduate Social Work Education: Assignment Development and Pilot Survey Results

Cited by 21 publications

References 16 publications

Browsing to learn: How computer and software engineering students use online platforms in learning activities

Browsing to learn: How computer and software engineering students use online platforms in learning activities

Re-Imagining Digital and New Media Literacies in Social Work Education

Meaningful learning actualized through a perinatal continuity of care experience

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