Digitalizing social work education: preparing students to engage with twenty-first century practice need

Taylor-Beswick, Amanda

doi:10.1080/02615479.2022.2049225

Cited by 8 publications

(3 citation statements)

References 42 publications

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“…Ethical issues are perhaps among the most relevant, and are certainly among the most challenging, problems for the discipline. Technology-based SW methods and approaches have the potential to be operated in ways that exacerbate power disparities, which could lead to oppression (socio-technical injustices; Taylor-Beswick, 2023). It is essential to guarantee equal access to these methods for all learners, and to remove any barriers to their use.…”

Section: Discussionmentioning

confidence: 99%

Learning through simulation: A systematic literature review of the use of virtual reality and augmented reality in social work education

Ruiz-Ortega,

Ricoy-Cano,

García-Domingo

et al. 2023

International Social Work

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The use of virtual reality as a learning tool is becoming increasingly prevalent in social work education. This systematic review aims to analyse the findings of studies that have applied virtual reality to social work training through thematic and content analyses. Our results show that the main advantages of virtual reality for social work training cited in the literature include improvements in motivation, and the acquisition of competencies and skills specific to the discipline of social work (assessment, diagnosis and intervention), among others. The main limitations include temporal constraints in the application of virtual reality, as well as perceived dehumanisation.

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Section: Discussionmentioning

confidence: 99%

Learning through simulation: A systematic literature review of the use of virtual reality and augmented reality in social work education

Ruiz-Ortega,

Ricoy-Cano,

García-Domingo

et al. 2023

International Social Work

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“…Phenomenography has been applied in LIS research to provide rich descriptions of IL as it is experienced in diverse contexts (Bruce, 1999;Diehm & Lupton, 2012;Forster, 2016;Yates et al, 2012). It has also been applied in social work research to explore how practitioners experience evidence-based practice (Avby, Nilsen & Dahlgren, 2014) and how students experience development of digital literacy (Taylor-Beswick, 2022). It is a methodology that reveals variation in the ways that groups of people perceive, experience, or understand a phenomenon (Given, 2008), focusing on the "relation between people and their world" (Bruce, 1999, p. 10).…”

Section: Methodsmentioning

confidence: 99%

critical information literacy of social workers

Sharun¹

2023

JIL

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The aim of this study is to contribute to a pragmatic understanding of critical information literacy (CIL) by positioning it as a context-specific interpersonal practice. Using phenomenography to explore how information work is experienced by social workers in social and health care settings, this paper provides an example of critical information practice that can be used to operationalise and activate CIL as a theory and inform approaches to critical pedagogy. CIL as a concept is generally theorised, practiced, and taught in academic contexts, and relatively few examples of how theory can be defined and put into practice outside a classroom setting are available. This study builds on our understanding of CIL by exploring professional information practice and suggests a model for teaching to engage learners inconnecting information to action in social systems.

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“…Therefore, a logic that puts organizational interests and bureaucratic needs first undermines the strong principles of professionalism that are based on experience-based wisdom and moral values (Blome & Espvall, 2023). In terms of technological challenges, in recent years, the increasing reliance on technology in everyday social work, including the use of algorithmic decision-making systems (James, Lal, Liao, Magee, & Soldatic, 2023) has transformed the way social pedagogy must be practiced now, e.g., the use of simulation activities (Jefferies, Davis, Mason, & Yadav, 2023) so that potential social workers can engage effectively with the realities of sociotechnical practices (Taylor-Beswick, 2023). Consequently, these multifaceted challenges can be stressful, demanding students of social work to exhibit adaptive capabilities, effectively engage with technologies and build on their mastery by contemplating their past experiences in order to contend with the complexities of their training and future professional roles.…”

Section: Introductionmentioning

confidence: 99%

Associations between resilience, technostress and reflective capacity in social pedagogy students: A structural equation modeling methodology

Baisarinova,

Toleubekova

2023

JEELR

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Understanding factors affecting student academic and life outcomes may be critical for social work programs and educational institutions. Therefore, this study aims to explore the relationships between resilience, technostress and reflective capacity among social work students. A cross-sectional non-experimental research design was used. One hundred and sixty-three social work students completed an online survey measuring technostress level, reflective capacity and psychological resilience. Data were analyzed using Pearson’s to estimate linear correlations, confirmatory factor analysis to ensure model fit and structural equation modeling with covariates to reveal the relationships between the measured constructs. The results indicated that resilience had a direct and negative effect on technostress, a positive and direct effect on reflective capacity and a negative indirect effect on technostress through reflective capacity. This means that social work students with higher levels of resilience had lower levels of technostress related to technology use were more likely to engage in reflective practices and had lower levels of technostress due to improved reflective capacity. These findings emphasize the significance of resilience and reflective practices in mitigating the negative effects of technology use among social work students. However, researchers should be cautious about generalizing findings due to the sample’s limitations and future investigations should consider longitudinal data from diverse populations.

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Digitalizing social work education: preparing students to engage with twenty-first century practice need

Cited by 8 publications

References 42 publications

Learning through simulation: A systematic literature review of the use of virtual reality and augmented reality in social work education

Learning through simulation: A systematic literature review of the use of virtual reality and augmented reality in social work education

critical information literacy of social workers

Associations between resilience, technostress and reflective capacity in social pedagogy students: A structural equation modeling methodology

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