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The exponential growth of digital technology has profoundly woven itself into the fabric of our everyday lives, shaping how we communicate, work, learn, and entertain ourselves. From the proliferation of smartphones that have become extensions of ourselves to the omnipresence of social media platforms connecting us globally in an instant, digital technology has revolutionized human interaction. The advent of artificial intelligence has automated tasks once deemed impossible for machines, transforming industries and challenging traditional employment paradigms. Furthermore, the Internet of Things (IoT) has integrated our physical surroundings with digital intelligence, creating smart homes and cities that optimize efficiency and convenience. As technology continues to evolve at an unprecedented pace, its impact on our daily existence becomes increasingly intricate and inseparable.
The surge in technology has revolutionized teaching and learning methodologies, reshaping the educational landscape. With the advent of digital tools, classrooms have evolved into dynamic hubs of innovation, where educators harness the power of technology to engage students in immersive learning experiences. From interactive whiteboards to educational apps, virtual reality simulations to online collaboration platforms, technology offers diverse avenues for personalized learning tailored to individual student needs. Furthermore, the integration of technology has democratized education, breaking down geographical barriers and providing access to quality resources and expertise irrespective of location. As technology continues to advance, its role in education is poised to expand further, empowering both educators and learners to navigate the complexities of the 21st-century knowledge economy with confidence and proficiency.
Digital Technology in CYC Practice
The use of digital technology in Child and Youth Care (CYC) practice is not a new phenomenon. As practitioners in this field, we observe that children and youth frequently use digital technology in their everyday lives, sometimes even more extensively than the adults within their environment. Digital games, social media apps, and learning platforms are common examples of technology used by children and young people in our care systems. Similarly, frontline practitioners in child and youth care, commonly known as CYC workers, also utilize digital technology for various purposes, including report writing, networking with colleagues, group chats, and professional development. Despite this increased reliance on digital technology in CYC practice, the focus on preparing digitally literate frontline practitioners appears to lag. Most post-secondary institutions that train future CYC practitioners offer very few undergraduate or graduate courses focusing on the use of digital technology in CYC practice.
Research Landscape
In many cases, research on children and youth in care and digital technology is conducted by scholars from other disciplines such as social work, psychology, and education. For instance, researchers in social work, like Copson et al. (2022), have conducted studies on relationship-based practice and digital technology in child and family social work in the UK. Another study from social work in the UK context by Larkins et al. (2023) explored the future of digital practice with and by care-experienced children and young people. Various other examples can be cited from scholars working in social work who have researched this topic, such as studies by Berzin, Singer, and Chan (2015, Mishna, Saini, and Solomon (2009), and Tregeagle and Darcy (2008). While these areas, including social work, psychology, and education, are interconnected with child and youth care practice, very few researchers teaching in CYC programs have explored the use of digital technology and its impact on CYC practice. In the Canadian context, Parry and Bellefeuille (2015) conducted a qualitative research study examining the use of information communication technologies in CYC practice. A chapter by Martin and Stuart (2019) also provides a comprehensive overview of the use of digital technology in CYC practice in the Canadian context.
The Need for Digital Literacy in CYC Practice
As a child and youth practitioner, I argue that to prepare our future generation of CYC practitioners, there is a need to enhance our focus on digital technology and its usage in CYC practice for various reasons: For example, digital technology provides easy access to resources and information that can support child and youth care practitioners in their work, whether it's accessing educational materials, therapeutic resources, or connecting with other professionals for consultation. From our personal experiences, we see that many children and youth are already highly engaged with digital technology in their daily lives. Integrating technology into care practices can leverage this engagement to foster participation in therapeutic activities, educational interventions, and skill-building exercises.
Advantages of Digital Tools
Digital tools offer the flexibility to tailor interventions and activities to meet the specific needs and preferences of each child or youth. From interactive learning apps to personalized therapy programs, digital technology can be adapted to suit individual goals and challenges. Furthermore, digital platforms enable practitioners to collect and analyze data more efficiently, allowing for better monitoring of progress and outcomes over time. This data-driven approach can inform decision-making, highlight areas for improvement, and demonstrate the effectiveness of interventions. Digital communication tools facilitate collaboration and coordination among multidisciplinary teams involved in the care of children and youth. Whether it's sharing updates, exchanging information securely, or coordinating services, technology streamlines communication to ensure everyone is on the same page.
Ensuring Inclusivity
Additionally, digital technology can be adapted to accommodate diverse needs, including those of children and youth with disabilities or special educational requirements. Accessibility features, such as screen readers, alternative input methods, and adaptive software, ensure that technology is inclusive and equitable for all. A wide range of digital apps and programs are specifically designed to support mental health and emotional well-being. From mindfulness meditation apps to virtual reality exposure therapy, digital technology offers innovative therapeutic tools that can complement traditional interventions in child and youth care.
Building Online Communities for Support and Connection
Moreover, digital technology provides access to educational resources and opportunities beyond the traditional classroom setting. Whether it's online tutoring, educational games, or virtual field trips, technology can enrich learning experiences and support academic progress for children and youth in care. Teaching children and youth how to use digital technology responsibly empowers them to advocate for themselves, access information, and develop critical digital literacy skills. Learning to navigate online resources safely and effectively prepares them for success in an increasingly digital world. Lastly, digital platforms offer opportunities for children and youth in care to connect with peers, mentors, and support networks outside of their immediate environment. Online communities, forums, and social media can provide valuable sources of social support, validation, and encouragement, enhancing their sense of belonging and well-being.
In conclusion, the exponential integration of digital technology into our daily lives has not only revolutionized how we communicate, work, learn, and entertain ourselves but has also profoundly impacted various fields, including education and child and youth care practice. As technology continues to evolve at an unprecedented pace, its role in shaping human interactions and societal structures becomes increasingly intricate and inseparable. The transformative potential of digital tools in education is evident, as they have democratized access to resources, personalized learning experiences, and facilitated collaboration among educators and learners. Similarly, in child and youth care practice, the utilization of digital technology holds immense promise in enhancing accessibility, engagement, customization, data tracking, communication, and therapeutic interventions. Moreover, digital technology fosters inclusivity, empowers self-advocacy, supports educational endeavors, and facilitates community engagement for children and youth in care. As we embrace the opportunities presented by digital innovation, it is imperative to prioritize the development of digital literacy skills and the integration of technology into child and youth care practice.
References
Berzin, S. C., Singer, J., & Chan, C. (2015). Practice innovation through technology in the digital age: A grand challenge for social work. American Academy of Social Work & Social Welfare, 12, 3-21.
Copson, R., Murphy, A. M., Cook, L., Neil, E., & Sorensen, P. (2022). Relationship-based practice and digital technology in child and family social work: Learning from practice during the COVID-19 pandemic. Developmental Child Welfare, 4(1), 3-19.
Larkins, C., Crook, D., O’Riordan, Z., Casey, H., Froggett, L., Karolina, I., & Farrelly, N. (2023). We can connect: Imagining the future of digital practice with and by care-experienced children and young people. Adoption & Fostering, 47(3), 326-346.
Martin, J., & Stuart, C. (2019). The digital life-space as a practice setting. Child and youth care across sectors, 1, 101-115.
Mishna, F., Saini, M., & Solomon, S. (2009). Ongoing and online: Children and youth's perceptions of cyber bullying. Children and Youth Services Review, 31(12), 1222-1228.
Parry, M., & Bellefeuille, G. (2015). Negotiating the Digital Line: A Qualitative Inquiry into the Use of Communication Technologies in Professional Child and Youth Care Practice. Rome, Italy 2015, 75.
Tregeagle, S., & Darcy, M. (2008). Child welfare and information and communication technology: Today’s challenge. British Journal of Social Work, 38(8), 1481-1498.
