Technology for social work education

Tom Hopkins,David Colombi

doi:10.3402/rlt.v4i2.9964

Abstract

The development of technology in social-work education is set not only in the broader context of the use of technology in higher education generally, but also in the parallel context of the use of technology in social work practice. The latter is important for a subject area with two primary characteristics: the need to acquire not just academic knowledge but also professional expertise and understanding of the aims, methods and values of social work; a strong emphasis on practical preparation for work in social work agencies, which is expressed through the universal use of practice placements within agencies as a major component of social-work professional education and training.DOI:10.1080/0968776960040203

Highlights

The development of technology in social-work education is set in the broader context of the use of technology in higher education generally, and in the parallel context of the use of technology in social work practice. The latter is important for a subject area with two primary characteristics: the need to acquire not just academic knowledge and professional expertise and understanding of the aims, methods and values of social work; a strong emphasis on practical preparation for work in social work agencies, which is expressed through the universal use of practice placements within agencies as a major component of social-work professional education and training
Within contemporary social work practice, it is possible to identify several broad themes concerning the use of new technology: Tom Hopkins and David Colombi Technology for social work education a low level of overall penetration into the work of social work agencies; a primary focus on developing basic client information systems; a preoccupation with the needs of managers and local and central government for financial and statistical data used for accountability and policy purposes
Developmental: failure or unwillingness planners, managers and instructors to consider the potential of new technology in relation to curriculum needs and requirements; identifying the place of Computer-Assisted Learning (CAL) in the curriculum and developing the competence and confidence of teachers to use CAL and adapt teaching styles to a CAL environment

Summary

Introduction

The development of technology in social-work education is set in the broader context of the use of technology in higher education generally, and in the parallel context of the use of technology in social work practice. Based on a view that the nature of social work is contested and contestable, and that these complexities and ambiguities must be reflected in the curriculum, the main characteristics of contemporary educational practice in this field are that: most learners already possess some relevant knowledge and skills; teaching and learning must be, at least in part, experiential (real or simulated); education and training methods should be learner-centred; learners should be involved in identifying and managing their own learning needs; instruction should include, wherever possible, elements of group-based learning; staff should act primarily as facilitators and enablers of learning.

Results

Conclusion