BPD Technology Committee’s Technology Assessment Checklist for Social Work Practice

Posted By Laurel Hitchcock on Oct 30, 2018

Editor’s Note: This blog post was written by myself and my colleague, Dr. Nathalie P. Jones.  We have been the co-chairs of the BPD Technology Committee for the past two-years (2017-2019) and served as editors for the Technology Assessment Checklist described and shared in this post.

In response to the growing influence of technology in the lives of individuals and families, the Technology Committee for the Association of Baccalaureate Social Work Program Directors (BPD) has created the Technology Assessment Checklist for Social Work Practice.  This tool is designed to help social workers assess clients’ relationships and comfort with technology, including strengths, needs, risks, and challenges. This blog post describes the process used by the BPD Technology Committee to create this list as well as providing a description.

History of the BPD Technology Assessment Checklist

At the 2016 Annual Conference in Dallas, TX, the BPD Technology Committee embarked on a project to help create an assessment tool for social work practitioners and educators related to digital and social technologies.  The goal was for the committee members, and others who were interested in the project, to work collaboratively to develop questions that could be used with individuals and families for the purposes of assessing clients’ use and relationships with digital and social technology.  After the meeting, a call was put out on the BPD Listserv and a group of ten social workers agreed to assist with creating a technology-based assessment.

Using Mobile Apps with with Social Work Students

Posted By Laurel Hitchcock on Oct 26, 2018

In this blog post, Steven Sturman, Instructional Designer at the University at Buffalo’s School of Social Work writes about how social work educators can incorporate mobile apps into the social work classroom. 

Mobile apps put a wealth of information and resources at your fingertips for a variety of topics from bullying prevention to political engagement.  They have the potential to be very useful in both social work education and practice.  Integrating apps into student education provides students with a safe environment to experience mobile technology while they are learning about how to use an app, and how it might be implemented into a clinical setting.  Additionally, they can experiment with what technology will and won’t work for them, and determining how the technology will fit in their professional development.

There are several things to consider when integrating apps into your classes, including how to pick the right apps, how to make sure the apps align well with your learning objectives, and how to make sure that your usage meets the NASW Standards for Technology in Social Work Practice.  When considering the adoption of apps for educational purposes instructors must assess:

Creating an Infographic in a Social Work Course: A Student’s Perspective from Danielle Davis

Posted By Laurel Hitchcock on Oct 9, 2018

Last year, Dr. Nathalie P. Jones, from the Department of Social Work at Tarleton State University, wrote a blog post about her experience with a tech-meditated assignment for her social work courses – creating an infographic.  She frequently uses technology in her classrooms to help students improve their digital literacy skills, and specifically uses infographics as tools for digital storytelling.  As a follow-up to Dr. Jones’ post, I asked one her students, Danielle Davis, to share her thoughts on the assignment, what it was like to create an infographic, and how the knowledge and skills from the assignment might be incorporated in her future role as a social worker. Here are Danielle’s responses to my questions:

What were your initial reaction to the infographic assignment?

I was very hesitant when Dr. Jones initially discussed the infographic assignment in our service learning course. It was the second week of my social work undergraduate program, and I remember wondering if anyone else was as confused as I felt in that moment. I was worried about not being able to complete the assignment according to the grading rubric. I had never created an infographic before, however, I was willing to try. The infographic assignment allowed me the opportunity to be creative and share the information learned about working with vulnerable populations. Being able to use my creative side in an assignment was very appealing.

How did your reaction change over the semester?          

Over the semester my reaction to the assignment changed entirely. As we worked on the various steps in the assignment, I started to gain a better understanding about the importance of an infographic and how they can be used. The infographic assignment ended up being my favorite assignment. I enjoyed being able to take a social work issue that mattered, build the infographic that reflected real statistics, and then share the information in Twitter to a large, public audience. I was amazed that people from all over the nation could come together in one place on social media and share information about social work by using infographics.

Social Work and the Open Education Movement

Posted By Laurel Hitchcock on Oct 1, 2018

Editor’s Note: Matthew DeCarlo is an assistant professor of social work in the School of Social Work at Radford University.  In this blog post, he describes the open educational resources (OER) movement and how social work educators can get involved.

Why should social work care about open educational resources?

The rising cost of textbooks is an issue of social justice for social work education.  The average undergraduate student in the United States, according to The College Board (2017), spends $1250 on textbooks each academic year.  Two years ago, the Bureau of Labor Statistics (2016) reported the cost of textbooks increased at a faster rate (87.5%) than tuition (62.7%), housing (50.5%), and all other student costs.  Students report that textbook costs are more financially stressful than meals and food, healthcare, and housing—with 43% skipping meals and 70% getting a job to pay for textbooks (Cengage, 2018).

Although dollar-for-dollar, textbooks are less of a financial burden to students than other costs, the high cost of textbooks negatively impacts student academic performance and retention.  A survey of all students at Florida higher education institutions found that due to high textbook prices, 67% of students do not purchase the required textbook, 38% of students receive poor grades because they could not afford the textbook, 20% fail a course because they could not afford the textbook, 48% take fewer courses, 46% avoid registering for a class, 48% drop a class, and 26% withdraw from a course (Florida Virtual Campus, 2016).

One solution, as proposed by traditional textbook publishers, is for students to pay for subscriptions that turn textbooks from a good into a service, like Netflix or Spotify.  In this model, students rent access to digital editions of textbooks which can be viewed in the publisher’s platform.  Given the high price of textbooks, publishers point to the idea that students are okay with this bargain—lower prices for rented digital books viewable in a publisher’s proprietary app.

Professors, on the other hand, should be suspicious of subscription platforms and their implications for academic freedom.  Unlike Spotify, which catalogs music from nearly every music publisher worldwide, subscription platforms will be balkanized.  For example, only Cengage books will be offered in Cengage Unlimited.  In that case, if an educator prefers a book published by Pearson or McGraw Hill to teach a course, they may find it difficult or impossible to adopt it if their department, institution, or students already subscribe to a different service.

Another solution to skyrocketing textbook costs proposed by publishers is “inclusive access.”  Billed as a solution for both professors and students, “inclusive access” allows students to rent access to a less expensive virtual edition of the textbook through a publisher’s proprietary platform.  Professors can still choose which book to use, and indeed, publishers will build in customized interactive elements, homework assignments, and other services.  If a professor chooses an “inclusive access” text, students face a complicated opt-out process if they prefer a paper textbook and the proprietary applications required to view the material are often inaccessible on mobile devices and for those with disabilities.  Additionally, inclusive access rentals often end at the close of the semester, cutting off student access to knowledge and eliminating the used textbook market completely.

Both subscription-based and inclusive access solutions drive home the point that social work knowledge is currently owned by textbook publishers, not the community of social work scholars.  In the publishers’ preferred future, that knowledge will not be owned by students and faculty, only rented for a limited time.

Solutions to the broken textbook market

Students engage in a number of clever stopgap solutions to minimize the costs of the broken textbook market.  Cost-cutting measures include such innocuous things as sharing a book with a classmate, purchasing a used book, purchasing a previous edition, or buying from an online retailer.  Many students will delay the purchase of a book until they know it is absolutely necessary in the course, use the free sample pages on Google or Amazon previews or simply never purchase it at all.  Other students will pirate textbooks using Library Genesis or simply by taking pictures of a classmate’s book.  Faculty often support these initiatives by allowing old editions of textbooks for a course, negotiating with publishers for lower textbook costs, or simply turning a blind eye to piracy.