Use and Integration of Technology in Social Work Education

Abbie Frost
Simmons College School of Social Work
300 The Fenway
Boston MA 02115
USA
Phone: 617-521-3931
FAX: 617-521-3980
Email: frost@simmons.edu
 
Gianna Gifford
Simmons College
300 The Fenway
Boston MA 02115
USA
Phone: 617-521-2777
FAX: 617-521-3980
Email: gianna.gifford@simmons.edu
 
PURPOSE: As our profession continues to develop strategies to integrate technology into social work practice, it is important to consider what role technology should have in social work education.  What technology-related knowledge and skills do social work students learn?  In what ways do social work programs support student learning about technology applications to social work practice?  What factors promote technology use in BSW & MSW programs?  Study objectives were to (1) describe strategies used to integrate technology in social work education, (2) identify factors that promoted its use, and (3) describe technology applications in social work practice.

METHOD: This paper presents findings from a nationwide study of 150 schools, selecting larger and smaller BSW & MSW programs. Also included were "early adopter" programs as well as those new to integrating technology into the curriculum. Questionnaires examined technology use, student competencies, faculty use of technology, expected post graduation competencies in practice settings, and institutional support (resources & training).

RESULTS: Findings reflected a diversity of technology use.  Areas more frequently identified were faculty-student communications (e.g., e-mail, e-learning platforms) (82%), analysis software (e.g., SPSS, Atlas) (80%), and presentation software (68%).  While applications to practice and with field agencies were identified, this use was less consistent.  Contrary to expectations, program size or faculty expertise was not linked to greater usage of technology.  Factors promoting use included the presence of a technology integration plan and comprehensive technology resources.

IMPLICATIONS FOR PRACTICE: Results highlight the need to incorporate technology universally rather than relying on individual faculty interest and expertise.  Key to this universal focus is the availability of resources and training for faculty and students.  Strategies identified in this study can be useful in promoting the integration of technology in social work education and social work practice