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Computer Technology for the Feminist Classroom

School of Social Work, University of Maryland, Baltimore, 525 West Redwood Street, Baltimore, MD 21201mlittlef{at}ssw.umaryland.edu

Kendra C. Roberson

School of Social Work, University of Washington, 9725 Third Avenue, NE, Suite 401, Seattle, WA 98115kacey{at}u.washington.edu

This article presents an evaluation of a social work course on oppression and diversity in which an interactive Web page was used to structure feminist learning experiences. Three assignments are described—an online diversity discussion board, a "digital poster" group research project, and the summary and critique of articles. The evaluation found that several processes that are key to a feminist classroom were achieved, including community building, collaboration, peer learning, empowerment, and the development of leadership capacity. The majority of students thought that the class was a supportive, collaborative environment in which they were able to achieve their learning goals. Implications for using technology to structure feminist learning experiences are discussed.

Key Words: computer-assisted instruction • feminist theory • social work education

Affilia, Vol. 20, No. 2, 186-202 (2005)
DOI: 10.1177/0886109905274676


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