Integrating Social Work Practice and Technology Competencies: A Case Example.
Twenty-two graduate social work students created six evolving virtual cases that emerged as students posted assignments to a common site using WebCT software. The students also used the technology to receive peer collaboration and clinical feedback from instructors. The researchers taught the course...
| Publicado en: | Social Work Education Vol. 27; no. 6; pp. 601 - 613 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Sep2008
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| 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=33537806&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 33537806 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: Sep2008 vid: 27 iid: 6 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 33537806 10.1080/02615470802201630 ppf: 601 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P size: 154KB tig: atl: Integrating Social Work Practice and Technology Competencies: A Case Example. aug: au: Zeman, Laura Dreuth Swanke, Jayme affil: Southern Illinois University, USA su: Social work education Graduate students Educational technology Social workers Internet in higher education Technical education sug: subj: Social work education Graduate students Educational technology Social workers Other Individual and Family Services Internet in higher education Technical education keyword: Cases Competency Practice Social Work Technology Virtual WebCT Cases Competency Practice Social Work Technology Virtual WebCT ab: Twenty-two graduate social work students created six evolving virtual cases that emerged as students posted assignments to a common site using WebCT software. The students also used the technology to receive peer collaboration and clinical feedback from instructors. The researchers taught the course. Findings indicate that while students entered the course with different perceptions of their competency levels in technology and practice, the WebCT module enhanced students' skills as demonstrated by self-report. Instructional challenges include access to technology, technology training, time, and challenges with the transmission of practice values. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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