Abstract
The use of technology in social work education is neither new nor without its debates. The conversation has been gradually informing us of the challenges and controversies, as well as benefits in education, practice, policy and research. Yet, in the face of COVID-19 and associated quarantine measures, social work education has been tasked with a fast-paced adjustment to online, and where feasible, hybrid learning. This reflection raises the argument that the pace of organisational adjustment is not always the same as those studying social work. This leaves many students in digital poverty and generates inequality gaps that may need addressing.
Highlights
The use of technology in social work education is neither new nor without debate
Online social work education has been previously challenged for its effectiveness and appropriateness (Kurzman & Littlefield, 2020)
Social work education has been faced with two options, as with everything else during this period: either pause and wait until it is possible to restore previous functionalities, or adjust to the new reality, one which requires virtual presence and digital literacy
Summary
The use of technology in social work education is neither new nor without debate. The conversation has been gradually informing us of the challenges and controversies, as well as benefits in education, practice, policy, and research. COVID-19 has further provoked this debate by imposing education at a distance, while requiring students and faculty alike to quickly adjust to a virtual environment of knowledge exchange and assessment.
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