dc.contributor.author | Hodgson, David | |
dc.contributor.author | Goldingay, Sophie | |
dc.contributor.author | Boddy, Jennifer | |
dc.contributor.author | Nipperess, Sharlene | |
dc.contributor.author | Watts, Lynelle | |
dc.date.accessioned | 2021-12-20T03:52:05Z | |
dc.date.available | 2021-12-20T03:52:05Z | |
dc.date.issued | 2021 | |
dc.identifier.issn | 0045-3102 | |
dc.identifier.doi | 10.1093/bjsw/bcab168 | |
dc.identifier.uri | http://hdl.handle.net/10072/407943 | |
dc.description.abstract | Artificial intelligence (AI) is the fourth industrial revolution, and in higher education it will fundamentally transform the work of academics and higher education administrators. AI will also have several implications for students, including a reconsideration of what sorts of skills and knowledge should be taught and developed in the academy to prepare students for digital working lives. As social work educators, we have begun to wonder what the implications of AI in the academy will have for social work education. For educators, there are implications for pedagogy that go well beyond the introduction of new digital tools that merely integrate into existing teaching models and practices. This is because AI will not simply add to existing teaching modes and practices, but will fundamentally transform teaching and learning. Drawing on recent literature and research into in AI and higher education, this article explores possible future implications for social work education. We identify the transformative and disruptive potential of AI in higher education, and consider how this intersects with the ethical and relational side of social work as a profession. Implications for social work education are canvassed | |
dc.description.peerreviewed | Yes | |
dc.language | en | |
dc.publisher | Oxford University Press (OUP) | |
dc.relation.ispartofjournal | The British Journal of Social Work | |
dc.subject.fieldofresearch | Social work | |
dc.subject.fieldofresearch | Sociology | |
dc.subject.fieldofresearch | Psychology | |
dc.subject.fieldofresearchcode | 4409 | |
dc.subject.fieldofresearchcode | 4410 | |
dc.subject.fieldofresearchcode | 52 | |
dc.title | Problematising Artificial Intelligence in Social Work Education: Challenges, Issues and Possibilities | |
dc.type | Journal article | |
dc.type.description | C1 - Articles | |
dcterms.bibliographicCitation | Hodgson, D; Goldingay, S; Boddy, J; Nipperess, S; Watts, L, Problematising Artificial Intelligence in Social Work Education: Challenges, Issues and Possibilities, The British Journal of Social Work | |
dc.date.updated | 2021-09-14T05:31:49Z | |
dc.description.version | Accepted Manuscript (AM) | |
gro.description.notepublic | This publication has been entered in Griffith Research Online as an advanced online version. | |
gro.rights.copyright | © 2021 Oxford University Press. This is a pre-copy-editing, author-produced PDF of an article accepted for publication in British Journal of Social Work following peer review. The definitive publisher-authenticated version Problematising Artificial Intelligence in Social Work Education: Challenges, Issues and Possibilities, British Journal of Social Work, 2021 is available online at: https://doi.org/10.1093/bjsw/bcab168. | |
gro.hasfulltext | Full Text | |
gro.griffith.author | Boddy, Jennifer | |