The University Of Denver Graduate School Of Social Work

THE UNIVERSITY OF DENVER GRADUATE SCHOOL OF SOCIAL WORK SOWK 4971: Social Work and Information and Communication Technologies 3 credit hours Professor Walter LaMendola, PhD (303) 871-2796 [email protected]

Spring Quarter 2007 Craig 477, Office Hours: 11-12 Tues

COURSE SYLLABUS I

COURSE DESCRIPTION AND RATIONALE Information and communication technology (ICT) availability and use has increased at an astonishing rate over the past decade. Social workers now use and encounter information and communication technologies in their professional practice regardless of setting or population served. These technologies range from the telephone to the video play station. Despite their proliferation, they are often driven by values that do not consider social work values of importance – and social workers are not well prepared to deal with the context and consequence of ICT technologies. Social workers – unlike some other professions – must not only use ICT as tools, but they must also exercise a professional responsibility to judge technologies and their application and question whether or not they promote effective human services, social and economic justice, a good quality of life, and a multicultural community. Presently it is rare that a social worker develops or produces ICT applications to alleviate and prevent social problems affecting individuals, families and communities – though that may soon change. But whether or not they produce such applications, social workers can be prepared to influence or encourage ICT applications that support the social work code of ethics. This course is intended for students in advanced clinical (work with individuals, couples and families) or community practice (work in administration, community organizing and development, policy analysis and advocacy) who are interested in the effective use of these technologies and in developing critical skills that allow them to question, critique, and/or influence the development of communication and information technology applications. The course is designed as primarily an experiential course, but also as one that provides the student with a background in the history, use, and application of ICT in the social work profession.

In summary, the course will focus on social workers as users of technology and as questioners of technology. The dual focus will examine communication and information technologies using a tool metaphor, but extending that metaphor to expose the production of cultural artifacts that have ethical consequence and that profoundly influence social development while transmitting social value. III

EDUCATIONAL OBJECTIVES This course intends to prepare students to • Increase their familiarity with ICT applications in use in social work and how they are constructed • Understand the potential of ICT in social work • Judge whether populations of interest to social work are or can be empowered via technological innovations • Survey the present landscape of communication and information technology applications, primarily on the Internet, that are specifically related to professional social work, such as: Social work knowledge bases Social work agencies Social work interventions Social advocacy Social work education and training Ethics Diversity Digital divide Cyber abuse Cyber counseling/therapy • Learn how social work practice skills are presently applied in interactive ICT applications. • Learn higher level (ICT) skills for advanced social work practice, including use of newer tools, such as blogging, podcasting, learning management systems, and wikis.

IV READINGS Required: B. J. Fogg. (2003) Persuasive Technology: Using Computers to Change What We Think and Do (This book is also available as an electronic resource through Penrose Library) V METHODS OF TEACHING This course utilizes a combination of experiential learning techniques, including individual investigation, electronic presentations, projects of various types, and exploration of electronic materials. In addition, there are exercises, discussions, readings and facilitation by the instructor.

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VI CONTENT ON SPECIAL POPULATIONS Throughout this entire course, we will be examining content of historically oppressed populations including ethnicity, gender, age, sexual orientation, religion/spiritual beliefs, socioeconomic status, language, differing abilities, geography, and developmental stages. These topics are crucial to social workers. Each student should be prepared to examine her or his own feelings regarding the above material. VII COURSE OUTLINE First session Brief overview of course. Experiential Examination of the Pew Internet & American Life Project Exploring persuasion on the Web Finding persuaders of interest to social work Setting up student ICT resources Readings: Fogg. Preface, Introduction, Chapter 1, pp. ix-22. Second session The Functional Triad Assignment #1 due: identify ICT in use in field agency Experiential: Examples on the Web Computers as tools – increase capabilities Computers as medium – provide experiences Computers as agents – create relationships Review student ICT resources Putting field ICT into the functional triad. Sorting through field ICT pieces and pick focus for wiki Reading: Fogg Chapter 2, pp23-29 Suggested Falk, D., (2004). Selected websites for high-to-low end NPO website development. Journal of Technology in Human Services, Vol. 22(3), 81-88. Available through university e-journals. Freddolino, P. (2003). Agency utilization of free Internet web sites. Journal of Technology in Human Services, Vol. 22(1), 67-73. Available through university ejournals. Third session Computers as Persuasive Tools Assignment #2 due: Find computer products on Web to explore wiki social work practice focus. Link and describe them on wiki. Experiential: Reduction: persuading through simplifying Tunneling: persuading by guiding Tailoring: persuading by individualizing Suggestion: persuading at the learning moment Self-monitoring: persuading by tracking Surveillance: persuading through observation Conditioning: persuading through reinforcement Blog setup, wiki links , set up feeds Reading: Fogg Chapter 3, pp31-59

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Fourth session: Computers as Medium Assignment #3 due: Use second life: report experience on wiki. Experiential Cause and effect experiences Simulated environments Simulated objects Reading: Fogg Chapter 4, pp 61-87 A Bill of Rights for the Information Age (Glastonbury and LaMendola, 1992) at http://www.du.edu/~wlamendo/techumanity/techumanity.html Suggested Review Wikipedia entry “World Summit on the Information Society” http://webxact.watchfire.com/ A site to test web sites for accessibility. Bricout, J. (2001). Making computer-mediated education responsive to the accommodation needs of students with disabilities. Journal of Social Work Education, Vol. 37, No.2 (Spring/Summer 2001), 267-281. Available through university e-journals. Fifth session: Computers as Social Actors Assignment #4 due: Use rethos.com, neopets.com: report experience on wiki. Experiential Persuasion using cues Persuading using language Persuading using social dynamics Persuading using social roles Reading: Fogg Chapter 5, pp 89-120 Sixth session: Mid course evaluation Assignment #5 due: Review student projects from Netherlands. Comment on each on wiki. Experiential Computer credibility Credibility types Consolidation of materials: student critique of course wikis and blogs. mid-course evaluation by students students discuss individualized project Reading: Fogg Chapter 6, pp 121-145 Seventh session: Cyberabuse Assignment #6 due: Review the rippleeffects.com and true.com websites: report assessments on wiki using web credibility grid Experiential Web credibility Credibility studies Trustworthiness and the Web The Web Credibility Framework The Web Credibility Grid Review of major areas of cyberabuse of interest to social work student work on individualized projects Reading: Fogg Chapter 7, pp 147-181 Suggested

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Finn, J., Kerman, B. (2004). Internet risks for foster families online. Journal of Technology in Human Services, 22 (4), 21-38. Available through university e-journals. Spence-Diehl, E. (2003). Stalking and technology: The double-edged sword. Journal of Technology in Human Services, Vol. 22(1), 5-18. Available through university e-journals. Eighth session Social work ICT with mobility and connectivity Assignment #7 due: Review ning.com, tribe.net, cyberbullying.us. Report on wiki Experiential Persuasion through mobile technology Persuasion through connected technology student work on individualized projects Reading: Fogg Chapter 8, pp 183-210 Ninth session Social work ethics & the ethics of persuasive technology Assignment#8 due: Go to the Mayo clinic depression assessment Website. Assess the website from a social work ethical standpoint Experiential Is persuasion unethical? Ethical concerns Examining intentions, methods, and outcomes Use with vulnerable groups Stakeholder analysis student work on individualized projects Reading: Fogg Chapter 9, pp 211-239 Session ten Looking Forward Assignment #9 due students construct a social work ICT vision statement, comment on the fit with each of the future trends in captology, and put it in their wiki/blog. Experiential Students present individualized projects Course discussion Course evaluation Reading: Fogg Chapter 10, pp 241-253 VIII EVALUATION OF STUDENT PERFORMANCE Each weekly assignment will contribute a maximum of 10 points toward the final grade. The individualized project will contribute a maximum of 10 points toward the final grade. The individualized project is a creative task asking that the student imagine and describe a persuasive computing product that motivates behavior change

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Assessment Classification

Range

Grade

Excellent Work (above course expectations)

94-100 91-93

A A-

Grade Point 4.0 3.7

88-90 B+ 3.3 84-87 B 3.0 81-83 B2.7 78-80 C+ 2.3 Poor Work 74-77 C 2.0 (meets minimal course expectations) 71-73 C1.7 Failing Work 70-0 F 0.0 Incomplete* ( I ) *will only be given in accordance with the policies in the Student Manual Good Work (meets course expectations)

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POLICY CONCERNING STUDENTS WITH DISABILITIES If you have a disability protected under the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act and need to request accommodations, please make an appointment with the Disability Services Program (DSP); 303-871-2372, located in Driscoll South, Suite 30. The Handbook for Students with Disabilities is available online at http://www.du.edu/disability and is also available from Carole Fee Ivanoff, Director of Student Services for GSSW students. Once documentation has been received by DSP and the accommodation(s) afforded, please meet with your instructors as early in the quarter as possible to discuss how the accommodation(s) will be implemented and how your needs can be appropriately met.

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POLICY CONCERNING ACADEMIC INTEGRITY & ETHICAL CONDUCT Students taking this course are expected to adhere to the NASW Code of Ethics, the GSSW Ethical Behavior and Conduct statement in the student handbook, and the rules regarding Academic Dishonesty, also found in the student handbook. Students are expected to demonstrate professional behavior at all times, showing respect to peers, instructors, and diverse points of view. The University of Denver Honor Code defines plagiarism as representation of another's work or ideas as one's own and fabrication as falsification or creation of data, research or resources to support academic submission. Both are academically dishonest and grounds for disciplinary action.

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