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Social Work Tech Notes: Beyond Books and Pens: Let’s Be (Tech-Centered) Friends

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by Stephen P. Cummings, MSW, ACSW, LISW

     As a clinical social work professor, I look forward to the fall. Students, especially those who are just starting in a program, are often at their happiest during this time. (The other time students are happiest is, perhaps, graduation.)

    I also like the fall because it means I get to try out new digital technologies that enhance learning, whether I’m using them in the in-real-life (IRL) classroom or in the online environment. The learning experience has changed a lot since my own undergraduate days, filled with textbooks, large lecture halls, and a lot of walks to the main library to sift through the bound periodicals. For some of our curricula, we are moving into a more digitally-enhanced environment. We incorporate visual media, digital tools, and learning objects in a way that enhances or even replaces some of those older texts.

    Students may notice that the line between an IRL classroom and an online space has blurred. Your professor may still meet you in the classroom down the hall, but you may need to watch the movie assigned for the week on your own. That research paper due next week still requires 15 empirical sources, but the library’s periodicals are online. Future advances in technology may include more reliance on virtual reality to simulate client interactions. These changes are almost mundane in the moment, but when looked at within the context of history, it does feel like we are living the future.

    This shift to incorporate technology-enhanced design can be seamless when care is taken. In an ideal learning environment, a program strives to support the professor in the classroom to the fullest, so that students benefit from that support. Regardless, I for one continue to make many mistakes; I hope to learn from them, and I’m grateful for the patience my students have afforded me over the years. One key component to this process hasn’t changed: students must still engage and learn. Rigorous learning environments, no matter how technologically advanced, should support student learning in ways that are meaningful, immersive, and connected to the practice environment.

    I hope students entering their respective social work programs see their experience as more than a mere hoop to jump through. As a student, expect to face challenges with managing your time, and make efforts to move you out of your comfort zone. When done well, students only benefit from new technologies.

    In the spirit of returning to school, I present to you the following words of support through this lens of technology. Consider this part pep talk, part toolkit.

1. The landscape of education technology is always changing.

    Your instructors may, or may not, have access to some of the same technological tools you are comfortable with. They may have tools that are new to you. This may lead to an inconsistent feeling from class to class. Keep in mind the use of tech tools is an extension of the instructor’s skills and knowledge.

2. Critical thinking is never not important.

    “Critical thinking” is, by now, an overused phrase. It’s become shorthand for “please just think real hard about this.” This can feel insulting; “thinking really hard” is a daily activity for everyone. Yet in technology use, especially research, it’s key to be critical of the sources you use. If you seek out information online to help further your knowledge of your instructor’s presentation or assigned readings, I recommend sharing what you found with your instructor. That TED Talk may have issues. Is this blog post verifiable? Is that YouTube video coming from a reputable source? Does the creator have an agenda, either hidden or in plain view? YouTube, like most web-based social media platforms, uses its algorithm to serve you more of what it thinks you “want” to see; this leads to confirmation bias. So, yes, we are never taking a break from critical thinking.

3. Academic writing is an art and science.

    As you enter your program, whether you are majoring in social work or earning your master’s degree, your instructors may assume you have the requisite writing skills to finish most of your expected output. In my experience, most students coming in are either entering from high school, community college, or are returning to higher education after working in the field. Incoming students often report that writing academic papers is just not part of their history, or the specifics of academic writing were not emphasized.

    I recommend reviewing your program’s online information or reaching out to the program coordinator. Students in my introductory classes often tell me they haven’t used APA (American Psychological Association) style before, or it’s been a long time since they’ve implemented the style. I recommend the following online resources:

(Note: The 7th edition of the Publication Manual of the American Psychological Association (APA) is scheduled to be released October 1, 2019. The above resources may become outdated as a result.)

4. Social media is great for communities, but you aren’t required to hear every voice.

    Despite what you have heard, social media is not the downfall of our humanity, but it certainly can be a place where we lose sight of who we are, not only as social workers, but as members of our communities and families. First, what’s good: social media can be a great place to develop connections in non-place communities. So how does one find these communities?

    While hashtags help people find other people, I don’t believe the use of a hashtag constitutes a community all by itself. If the use of the #hashtag all by itself constituted membership in a community, every “troll” or bad actor could be considered part of that community. The people participating with each other in good faith represent their respective communities.  

    Speaking of trolls: we are not obligated to listen to everyone, or seriously entertain every idea. Some people are acting out of bad faith. Our understanding of the world shouldn’t require having to entertain assumptions or beliefs that are just wrong, meant to spread hate, or to abuse people. As you enter a new social work program, you are here to engage in higher-order thinking, not low-order combat. While not without consistent results, all the major social media platforms have steps you can take to report abusive behavior.

5. We are the future leaders we are waiting for.

    The future’s not written yet for social work, but social work may get left out of the future if we don’t foster a mindset that includes a deep curiosity, a strong intellect, and a desire to lead. That time when technology could be a siloed subset of social work practice is over. If you aren’t familiar with the Social Work Grand Challenges, take a look at them. Among the challenges is “harness technology for social good”: http://grandchallengesforsocialwork.org/grand-challenges-initiative/12-challenges/ The question I encourage you to consider is not whether social work survives the explosion of automation, algorithms, and efficiencies promised by the growth of technologies, but rather, how will social work lead in this time of rapid change? Where will your place be?

    As you consider this, and develop new ideas, share what you learn. So much of any academic program is designed to produce a “deliverable” that is shared with the professor. What happens to that work? I encourage you to set up a professional social media profile and maintain it. Share what you think as you develop relationships with others. I know “blogging” seems like a relic of the 2000s, but the thought leaders of social work use the blogging platform to put their work out there, as well as other social media platforms. Ultimately, a degree or lack thereof is but just one indicator of our engagement as social workers.

Stephen P. Cummings, MSW, ACSW, LISW, is a clinical assistant professor at the University of Iowa School of Social Work, where he is the administrator for distance education.

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