Digital competence in social work education: readiness for practice.
In line with the digital turn in service provision, social work students should acquire relevant knowledge and skills, preparing them for work within digitalized welfare services. In Norway, these expectations are articulated in a national learning outcome (LOC) that addresses digital competence and...
| Publicado en: | Social Work Education Vol. 44; no. 3; pp. 600 - 617 |
|---|---|
| Autores principales: | , , , |
| Formato: | Artículo |
| Publicado: |
Taylor & Francis Ltd
Apr2025
|
| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=187347792&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 187347792 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 02615479 36Q jtl: Social Work Education issn: 02615479 maglogo: N pubinfo: dt: Apr2025 vid: 44 iid: 3 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 187347792 10.1080/02615479.2024.2334800 ppf: 600 ppct: 17 formats: fmt: – @attributes: type: T – @attributes: type: P size: 573KB tig: atl: Digital competence in social work education: readiness for practice. aug: au: Fjeldheim, Siri Kleppe, Lise C. Stang, Edda Støren-Vaczy, Blanka affil: Faculty of Social Sciences, Department of Social Work, Child Welfare and Social Policy, Oslo Metropolitan University (OsloMet), Oslo, Norway su: Norway Digital literacy Social work education Knowledge gap theory Critical thinking Learning readiness Educational outcomes sug: subj: Digital literacy Social work education Knowledge gap theory Norway Other Individual and Family Services Critical thinking Learning readiness Educational outcomes keyword: critical reflection digital competence and literacy digitalization ICT critical reflection digital competence and literacy digitalization ICT ab: In line with the digital turn in service provision, social work students should acquire relevant knowledge and skills, preparing them for work within digitalized welfare services. In Norway, these expectations are articulated in a national learning outcome (LOC) that addresses digital competence and the ability to assist in developing and using technology. Previous research has revealed digital knowledge gaps between education and practice. Here, we explore how social work educators perceive of and engage with digital competence as expressed in the LOC. Through focus group interviews with social work educators in Norway, we discovered that the knowledge gap is linked to five key findings: (a) uncertainty about the content of the LOC, (b) unfamiliar technical language, (c) the rapid development of digitalization, (d) the distribution of responsibility and (e) critical reflection. Critical reflection is expressed as a solution to the challenges. We argue that there must be knowledge about the subject matter (digital competency) that provides a foundation for such critical reflection (digital literacy). More conceptual clarity is needed regarding the LOC and what digitalization means in an educational context, in order for both digital competency and digital literacy to take their natural place in education. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
|---|