Social Work Educators’ Opportunities During COVID-19: A Roadmap for Trauma-Informed Teaching During Crisis

Abstract

The COVID-19 pandemic of 2020 resulted in major disruption for social work education, as many teachers and programs shifted from on-campus classes to remote or blended teaching using digital technologies. Social work educators have an opportunity to apply the lessons learned from the COVID-19 pandemic to meet the needs of students and communities in ways that are grounded in our professional values. Due to the pandemic, many students and faculty were learning and teaching via online education for the first time and managing personal and community trauma. The purpose of this article is to provide social work educators with a practical, theory-informed approach that supports an unexpected switch to crisis teaching in times of extended crisis, to maintain quality education, and move toward best practices gleaned from trauma-informed approaches. We describe theoretical frameworks that can inform educational practices and decision making in times of disruption. Then we offer trauma-informed teaching and learning principles and technology-mediated strategies for best practices in crisis course design and delivery. We share practical strategies for the delivery of social work education that are especially needed in times of disruption.

Virtual High Schools: Principal Leadership in an Underexplored Context

“…Principals have noted in a recent study (Derrington & Partin, 2022) that they were asked to lead a virtual school without specific virtual school principal preparation. Trauma-informed practices in a virtual school are similar to a traditional brick-and-mortar school but take on different meanings since a teacher is not physically present with the students (Hitchcock et al, 2021). To help students understand the nuances of virtual school leadership, as presented in this case, we provide an overview of the literature concerning instructional practices for virtual schooling, trauma-informed educational practices, and managerial practices for virtual learning.…”

“…COVID-19 provided a shift in the learning environment from traditional brick-and-mortar to online learning for many students over the past 2 years. With the abrupt transition to online learning recognition of the need for greater emphasis on trauma-informed practices in an online learning environment became apparent and necessary for schools across the United States (Hitchcock et al, 2021). Virtual schools’ online classrooms provide unique challenges and opportunities for students and teachers to connect in the online learning environment.…”

“…The virtual community’s definition of a community of inquiry outlines the need for social presence involving careful consideration of the instructional tools and technology used in the online learning environment. The use of these tools provides necessary peer support and teacher collaboration to accommodate the trauma-informed student’s need for connection and collaboration (Hitchcock et al, 2021; Scott et al, 2021). In addition, regular planned teacher feedback and required parent support provide the trauma-informed student the security of a supportive culture that responds adequately to the student’s needs (Hitchcock et al, 2021; Scott et al, 2021).…”

Top 100 Cited Publications for The Last Thirty Years in Digital Learning and Mobile Learning

“…Understanding Digital learning is a digital learning resource that includes many elements to be used in learning [32] Mobile learning is a learning model that adopts the development of mobile technology and mobile devices (HP) as a learning medium [33] Function Facilitates the learning process and presents more interesting teaching materials [32] As an alternative to mobile or mobile-based learning services [34] Forms/types of Based on Table 6 shows the differences and similarities between digital learning and mobile learning. Lots of people say that digital learning and mobile learning are the same thing.…”

Grievers, Skeptics, Pragmatists, Converts, and Champions: Social Work Educators’ Transition to Online Teaching

“…As advocated by Young and colleagues (2018), "the mechanisms people use to engage with each other are evolving and that social work education must evolve as well " (p. 20). This digital revolution requires social work educators to increase their digital literacy and competence with integrating technology into social work education delivery, and to teach students to apply these principles to ethical social work practice (Hitchcock et al, 2018). Despite this unmitigated advance of digitally-mediated social work education (Kurzman, 2019), some scholars advise caution and the need to listen to educator skepticism and pedagogical wisdom that could help to responsibly inform the digital metamorphosis (Sawrikar, 2015).…”