Three Ways to Model Good Boundaries with Technology in Social Work Ed
The National Association of Social Workers’ (NASW) Standards for Technology in Social Work Practice (2017) offer a number of standards for social work educators and practitioners. One of these standards focuses on maintaining boundaries with our students. This is not a new ethical practice for social work educators; we have always worked to maintain boundaries with our students. Rather, the challenge has been navigating these boundaries in virtual spaces as technology has changed when and how we can communicate and engage with each other.
Not surprisingly, the tech standard from NASW focuses on the social work educator taking precautions. Managing risk is a good idea, and I would suggest that we also embrace the affordances that digital and social technologies can offer our students, our classrooms and our own professional development. The big question for most of us is how to do this in ways that are comfortable, manageable, and ethical. Over the past few years, many social work educators have contributed their knowledge and expertise to this blog about how they engage students around technology in their classrooms. In this post, I have pulled together some of their suggestions for how you can model good boundaries with technology in your teaching practice.
Tips for New Online Social Work Educators
Editor’s Note: Melissa Thompson, MSW is a lecturer at Dominican University in Chicago, IL, and tweets at @mmt98. Nathalie P. Jones, PhD, MSW is an Associate Professor of Social Work at Tarleton State University and tweets at @Dr.NJones. In this blog post, they share their best tips for social work educator who are new to online teaching.
According to the National Association of Social Workers’ (NASW) Technology Standards for Social Work Practice (2017), social workers are urged to use technology in an ethical manner for practice and learning environments. In higher education, we hear about “digital native” students, who have grown up with a life centered on technology and who present as digital super humans. However, research is increasingly showing this concept to be a myth, and that designed learning environments focused on this myth can lead to poor learning outcomes (Kirschner & De Bruyckere, 2017). Another myth we often see among social work educators is the perception that non-traditional students are resistant to the use of technology in the classroom. Recent data from the Council on Social Work Education’s (CSWE) National Workforce Data Brief (2018) shows this to be a myth as well, reporting that when it comes to online education in social work, the highest enrollment rates were non-traditional students.
#SWTech – An Introduction and History of the Online Group
Editor’s Note: This blog post was written by the following users of the #SWTech Community – Melanie Sage, Assistant Professor of Social Work at the University at Buffalo; Laurel Iverson Hitchcock, Associate Professor of Social Work at the University of Alabama at Birmingham: Jonathan B. Singer, Associate Professor of Social Work at Loyola University and founder of the Social Work Podcast; and Nancy J. Smyth, Professor & Dean at the School of Social Work at the University at Buffalo.
This is an introduction to #SWTech, an online network of social workers interested and engaged with technology for social good. Our goal is to help individuals new to #SWTech learn about the norms, history, and general merrymaking within the community. This statement can also service as a resource to send people who are interested in learning more about #SWTech.
Description
#SWTech is a hashtag used by people and groups interested in the intersection of social work and technology. People use #swtech primarily on Twitter, but the hashtag is occasionally used on other social media platforms such as Facebook or Instagram. This hashtag is used in tweets and other posts on social media to share about such topics as:
360-degree immersive video apps: Why you should create meaningful research-based digital resources to engage learners
Editor’s Note: Dr. Tarsem Singh Cooner is a Senior Lecturer in the Department of Social Work and Social Care at the University of Birmingham. In this post, he describes why and how he developed 360-degree immersive video apps to create engaging learning opportunities for students. Additionally, his work shows how digital tools can be used to creatively disseminate research findings to practitioners. Dr. Cooner tweets at @Akali65. You can also email him at t.s.cooner@bham.ac.uk.
The background
Quite recently I was lucky enough to be part of a fantastic research project exploring factors that can either enable or create barriers to effective child protection social work. Our project had collected a lot of data that we were convinced could have a really positive impact on child protection services. To disseminate our research in a more accessible, meaningful, situated and impactful way, I led an initiative within the team to create a set of 360-degree immersive video apps that social work students and practitioners can download onto their smartphones via the iTunes and Google Play Stores. Using their phones with easily accessible 360-degree headsets (like Google’s Cardboard) they can become ‘immersed’ in our work through recreated scenes from our research experiences.
Preparing social work students for the licensure exam: An online intervention
Editor’s Note: Stephen Cummings is a Clinical Assistant Professor in the School of Social Work at the University of Iowa, where he works primarily distance education. In this blog post, Stephen shares how he converted an onground licensure prep review course into an online course with live sessions to increase accessibility of the content for students. You’ll also find a link to his published work about the course in the post. You can find Stephen on Twitter at @spcummings.
Over the past several years, I have been providing an online study session to help MSW students prepare for the Masters-level licensing exam. The online intervention came out of a practical necessity.
A brief history: In the spring of 2013, several students approached my school’s faculty with a concern. Iowa, our jurisdiction, allows students to sit for the graduate level licensure exam during their final semester. As long as a student is in good standing (meaning they are not on academic probation and are taking the requisite course work for graduation), that student can be granted permission to sit for the exam prior to graduation day. This arrangement is intended to help close the gap between graduation and full employment, specifically in an environment where licensure is required. The students asked if the school could provide assistance is exam preparation.
Your Devices are Welcome!: How to Handle Technology in the Social Work Classroom
Editor’s Note: Dr. Stephanie Hamm is an associate professor of social work in the School of Social Work at Abilene Christian University in Texas. In this blog post, she shares how mobile devices and other forms of technology are incorporated into her social work class sessions. You can follow her on Twitter at @drHammsj.
Many years ago, when I was a social work student, I learned effective ways of working with people, what to do, and how to take care of myself. Back then, we did not rely on the Internet, rather, we relied on books and articles, and the expertise of our teachers, field instructors, and practitioners in the field. We often relied on the policies of the organization. Today, in my classroom, students can check names and dates, statistics and new interventions in no time at all, using their phone. I once had a student fact-check everything I said in class! Students know when an instructor is bluffing and faking, so why not tap into their curiosity and easy access for the purpose of creating a classroom in which students are not just consumers of course content, but co-creators. I tell my students that they are responsible for their knowledge as well as their classmates’ knowledge.
I use and encourage technology and devices in my classes to find information that is quickly changing. For example, my content for a class session can discuss social theory on the changing American demographics, and students can quickly find actual numbers that define and operationalize that changing demographic.
Teaching & Learning in Social Work by Laurel Iverson Hitchcock is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License