ABSTRACT

This study, designed to surface student conceptions of digital development throughout their professional training, concluded mid-2019. Whilst mentioned in brief in a previous publication, this paper reports the work in full. The learning from it is important to formulating a response to practice changes driven by Covid19. Practice shifts that forced the profession to do social work at a distance, at speed, and largely through a screen. While not to dismiss efforts to adjust to the restrictions put in place to mitigate the spread of the virus, the lack of digital capabilities across the profession meant that the pivot to online practices presented significant and avoidable challenges. Informed by student descriptions of an educational experience devoid of digital development, this paper offers a solution. The ‘Digitalising Social Work Education Framework’ provides a context in which to review the facilitation of digital capabilities development. It is a means to ensuring that curriculum design, content, and delivery equips students to use technologies for their learning and in practice. It avoids reducing digital professionalism to a set of technical skills and promotes the need to engage with the realities of sociotechnical practices, including those that erode people's privacy, rights and freedom from interference.

摘要

这项研究旨在让学生在整个专业培训过程中了解数字发展的概念，于 2019 年年中结束。虽然在之前的出版物中有简要提及，但本文完整地报告了这项工作。从中吸取教训对于制定应对 Covid19 驱动的实践变化的响应非常重要。实践转变迫使该行业在一定距离、快速且主要通过屏幕进行社会工作。尽管不否认为适应为减轻病毒传播而实施的限制而做出的努力，但整个行业缺乏数字能力意味着转向在线实践带来了重大且可避免的挑战。根据学生对缺乏数字化发展的教育经历的描述，本文提供了一个解决方案。“数字化社会工作教育框架”提供了一个审查数字能力发展促进的背景。它是确保课程设计、内容和授课使学生能够在学习和实践中使用技术的一种手段。它避免将数字专业精神简化为一套技术技能，并促进参与社会技术实践现实的需要，包括那些侵蚀人们隐私、权利和不受干扰的自由的实践。