Young people, social workers and social work education: the role of digital skills

Peláez, Antonio López; Erro‐Garcés, Amaya; Ciriano, Emilio José Gómez

doi:10.1080/02615479.2020.1795110

Cited by 41 publications

(22 citation statements)

References 29 publications

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“…However, education alone is not enough, as technology must be within reach to ensure that the knowledge acquired can be applied and further developed [76,77]. Pélaez et al [78] contrasted the digital skills of British youth with the expectations of the labour market and argued that the digital divide between the two could only be bridged through education and digital skills development. Kwilinski et al [79] found that the higher the level of digitalization in a society, the lower the risk of poverty and social exclusion Vyshnevskyi et al [80] points out by assessing the development of the EU economy through the dynamics of GDP change, that the dig-italization of the economy does not play a decisive role in the rate of economic growth achieved, given the current state of development of the technologies and institutions used.…”

Section: Discussionmentioning

confidence: 99%

Convergence and the Matthew Effect in the European Union Based on the DESI Index

et al. 2022

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The European Commission (EC) has monitored Member States' digital progress through the Digital Economy and Society Index (DESI) since 2014. The DESI index currently ranks the EU Member States and monitors their progress based on four core and 33 individual indicators. We sought to determine whether convergence between the Member States could be detected using the DESI’s annual databases. By examining the variation in the indices, we propose the existence of a so-called “Matthew effect”, i.e., the “rich get richer” syndrome among the 27 EU Member States. We also hypothesised that the COVID-19 pandemic would influence the change in the DESI. Issues investigated were those using bibliometric, statistical-mathematical methods. The σ-convergence analysis was used to estimate the reduction over time of the differences between the Member States, while the β-convergence analysis was used to estimate the rate of catching up with the initial level of development. A PCA analysis was performed to verify the Mathew effect with additional λ-variances considering real GDP per capita change. The σ-convergence was confirmed over the period 2016–2021. The β-convergence was significantly confirmed, and the research also revealed that the half-life of catching up is approximately 20 years. The suggestion of a Matthew effect in the 2016–2021 period, although not significantly confirmed, tends to suggest its existence. The COVID-19 pandemic’s impact on the value of the DESI index is likely to be affected, but future studies are needed to find support for this hypothesis. The study concludes that convergence between the EU-27 Member States can be detected based on the DESI, but this does not imply convergence for all four core DESI indicators.

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Section: Discussionmentioning

confidence: 99%

Convergence and the Matthew Effect in the European Union Based on the DESI Index

et al. 2022

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“…If combined, the percentage of children's interactions through online games and social media is more than interactions through face-to-face meetings. By bringing the spirit of technology, of course, the transformation of interactions that occurred during the Covid-19 pandemic impacted children's perceptions of "interaction" itself (López Peláez et al, 2020). As a post-millennial generation who are attached to technology, they see the opportunity for interaction that is broad and unlimited through social media that will never be reached by face-to-face interaction.…”

Section: Resultsmentioning

confidence: 99%

Before the pandemic and its impact to the future" about IoT and the transformation of children's social education

2022

pegegog

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This research invites us to analyze how IoT through social media is transformed as an educational medium for social interaction for children during the Covid-19 pandemic. This study also identifies how parents, teachers, and children perceive social interactions before and after the pandemic. This research method uses embedded mixed methods by utilizing a qualitative approach through virtual ethnography and borrowing a questionnaire to complement the qualitative data. The survey of responses in this study was obtained from 100 parents and children who carried out learning activities at home from April 2020 to April 2021.The results show that the transformation of IoT and social media has had a significant impact on children's education in social interaction, owing to their interactive nature. Thus, IoT and social media can evolve into additional artifacts that act as mediators in the post-millennial generation, rather than as a form of culture. When social media and online games are introduced into a child's environment, it has been demonstrated that they mediate their conceptualization of learning and cognitive development, among other agents through the interactions between teachers, children, and technology, children conceptualize higher mental functions such as continuous and ongoing problem-solving dispositions, as well as language acquisition and social learning. The effect of technology on human interaction results in the transformation of social functions into individual mental functions, a process facilitated by modern technology.

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“…Analysis of the data of the International Digital Economy and Society Index 2019 and Eurostat on the survey of the conditions and quality of work of social workers in the UK revealed problems in the information and digital provision of social support and the use of high-tech technologies in it: "The main findings show a gap between the level of digital skills needed in the labor market and the actual level of digital skills among both youth and social workers, despite the efforts of both groups to improve their skills" (López Peláez et al, 2020). It is recommended that educational structures, social workers and users of social services become "mutual drivers of digital transformation".…”

Section: Substantiation Of the International Relevance Of The Researchmentioning

confidence: 99%

Research Paradigm as a Value Guideline for Professional Training of Future Social Workers

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Pedorenko

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et al. 2021

RREM

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The need for R&D of social workers was due to the development of theoretical and methodological approaches and concepts of social work, the application of which involved the use of specific research tools. It is substantiated that the research subsystem of social work can be represented in the form of a model of the research environment, which reflects the relationship of three components: the social problem, methods of its research and tools for solving. The dialectical nature of social work, as well as the dynamic conditions in which it is carried out, determine a set of socio-economic, managerial and pedagogical factors that actualize the need for research in the social field. It is substantiated that R&D today is an integral element of professional social practice and is implemented both in the process of working with different categories of clients and in administrative and managerial activities. R&D provides adequate social order development of targeted comprehensive programs, projects and technologies of social protection, design and implementation of models of social institutions and services. As a result of a comprehensive study of the problem, the essential characteristics of R&D were clarified, which means the activity of obtaining new scientifically based knowledge aimed at purposeful change of social reality, which is realized in a logical sequence through the use of appropriate forms and methods of scientific knowledge. It is proved that R&D in the system of social work is realized at three levels (reflexive-theoretical, experimental-theoretical and research), each of which involves step-by-step actions (problem definition; hypothesis formulation, choice of research methods and tools; implementation of research plan; evaluation of results) and the use of appropriate research methods.

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Young people, social workers and social work education: the role of digital skills

Cited by 41 publications

References 29 publications

Convergence and the Matthew Effect in the European Union Based on the DESI Index

Convergence and the Matthew Effect in the European Union Based on the DESI Index

Before the pandemic and its impact to the future" about IoT and the transformation of children's social education

Research Paradigm as a Value Guideline for Professional Training of Future Social Workers

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